Otolaryngology trainees’ experiences of and attitudes towards workplace based assessments

Abstract

INTRODUCTION: workplace based assessments (WBAs) are frequently used assessment tools in medical education. As there is a move towards competency-based training across medical specialties WBAs are being used more often. This is the case in the Royal Australasian College of Surgeons Otolaryngology Surgical Education and Training scheme. A recently implemented change in moving towards competency-based training has led to an increase in the type and frequency of WBAs required for trainees. This research aims to investigate New Zealand otolaryngology trainees’ experiences of and attitudes towards WBAs and how these experiences and attitudes affect the trainees' perceptions of the value of the assessments within their training. METHODS: Following Corbin & Strauss (1990), this research draws on grounded theory. Semi-structured interviews were performed. Data was analysed for recurring themes using a constant comparison method. RESULTS: Data derived from thirteen participant interviews revealed five major themes: 1) experience of managing the assessment load, 2) variability and value, 3) negative experiences and perceptions of WBAs, 4) perceived roles of WBAs in training, 5) aspects valued by trainees. These were used to build a theoretical model. The model suggests that negative and positive experiences of WBAs informs future engagement with the tool and trainee learning. CONCLUSION: Trainees’ experiences of and attitudes towards WBAs significantly affect the way trainees perceive the value of WBAs within their training. Based on the findings five key recommendations were made: 1) allocating time for teaching and WBAs, 2) education of trainees and assessors in WBAs, 3) review of the current system, 4) change of focus with progression of training, 5) consideration of the use of technology.