Balakrishnan (Kichu) Nair^1,2
Aditee Parab^3,4, Mulavana (Usha) Parvathy^1,4 and Bunmi Malau-Aduli¹
1 University of Newcastle School of Medicine and Public Health
2 Hunter New England Local Health district
3 University of Newcastle School of Medicine and Public Health

In the context of medical education, the transition from traditional assessment paradigms to competency-based models has highlighted the need for innovative and authentic assessment techniques. Workplace-Based Assessment (WBA), rooted in real-world clinical scenarios and workplace contexts, has emerged as a dynamic and progressive competency-based approach to bridging the gap between theoretical knowledge and practical application. Furthermore, it accentuates the holistic evaluation of learners' progression over time, creating a continuum of assessment that aligns seamlessly with the iterative nature of medical education. The presenters of this workshop, in collaboration with the Australian Medical Council (AMC), pioneered a WBA program 13 years ago to aid authentic assessment of the clinical proficiency of International Medical Graduates (IMGs) in Newcastle, Australia. Many medical schools and specialist colleges are following this lead and incorporating WBA assessments into their systems of assessment. 

This workshop aims to illuminate the lessons learned from running the IMG WBA program, which are generalisable to other educational settings. This workshop will delve into the pivotal role of WBA in enhancing medical education and practice. By providing a platform for learners to demonstrate competence in authentic settings, WBA serves as a robust tool for assessing not only clinical skills but also critical thinking, communication, and professionalism. Participants will gain insights into leveraging WBA as a powerful driver of learner-centred assessment, that facilitates individual growth and life-long learning. 

Workshop format, including participant engagement methods: 

This 90 min workshop will be highly interactive and engaging and will cover the following: ·Fundamental theoretical principles underlying Workplace-Based Assessment (WBA). 

· Interactive exploration of three common WBA tools: MiniCEX, case-based discussion, and multisource feedback and detailed application process for each tool. 

· Practical exercises for direct observation and performance calibration using videos, followed by debriefing. 

· Assessment of tool reliability and composite WBA reliability. 

· key components and effective practices of impactful feedback, emphasising its role in guiding learners' development. 

By the end of the workshop, participants will be equipped not only with a comprehensive understanding of WBA and its tools but also with practical insights into how to utilise these tools for ongoing professional growth and enhancement. 

Max: 20-30 participants


Who should participate? Educators, Assessors, Medical administrators, Students/learners, Anybody who Is interested in assessment in undergraduate or post graduate medical education. 

Level of workshop (beginner / intermediate / advanced)
Our workshop would be aimed at both Beginner & Intermediate levels. 

Take-home messages / workshop outcomes / implications for further research or practice: 

By seamlessly integrating authentic workplace scenarios into assessment strategies, WBA reinforces the concept of continuous growth, enabling learners to embark on a journey of self- improvement and collective advancement. As medical education evolves, embracing WBA as a cornerstone empowers us to shape a future where competence is not just achieved but perpetually refined, driving the evolution of healthcare itself. 

References (maximum three) 

1.Nair B, Hensley M et al. “A systematic approach to workplacebased assessment for internationalmedical graduates” MJA 2012; 196: 399–402 (doi: 10.5694/mja11.10709) 

2.Nair B, Moonen – van Loon JMW et al . “Composite Reliability of Workplace Based Assessment of International Medical Graduates”. MedEdPublish 2021, 10:104 (https://doi.org/10.15694/mep.2021.000104.1) 

3.Nair B, Alexander H et al. “The mini clinical evaluation exercise (mini-CEX) for assessing clinical performance of international medical graduates”MJA 2008; 189: 159–161. 

Subha Ramani^1,2,3
Balakrishnan Nair^4,5 and James Kwan⁶
1 AMEE
2 Harvard Medical School
3 Brigham and Women's Hospital
4 School of Medicine and Public Health, University of Newcastle
5 Educational Research, Health Education and Training Institute, New South Wales, Australia.
6 Tan Tock Seng Hospital, Singapore

Background: 

In workplace-based assessment (WBA) of clinical trainees, lack of alignment between required outcomes, curricular content and assessment methods could drive poor learning. Reflecting on Miller’s pyramid, what the trainee ‘does’ in real life is placed at the highest level of the pyramid and this necessitates direct observation of trainee’s performance. The Mini-CEX (clinical evaluation exercise) is a formative and time-efficient tool that provides adequate learning opportunities and reliable assessment outcomes. The premise of WBA would be unsuccessful without meaningful feedback conversations that drive behaviour change. 

WBA also relies on assessors’ judgements of trainee competence in complex clinical scenarios. Concerns about rater variability in performance assessments and feedback quality persist. Understanding assessor cognitive processes when judging learner competencies and utilising feedback as an educational alliance could facilitate targeted faculty development in assessment and feedback. 

The approach to feedback is no longer viewed as a unidirectional teacher to learner monologue. Experts strongly recommend engagement of learners in the conversation, a focus on the gap between current and expected clinical performance in specific clinical domains, facilitated self-reflection by learners and formulation of action plans for performance improvement and growth. 

This workshop will be highly interactive combining mini-didactics with brainstorming, facilitated discussions and skills practice. Through training videos of clinical learner-patient interactions, participants will have hands on experience of using the rating forms, assessing trainee performance and contribute to a facilitated calibration discussion. In triads, they will 

apply frameworks and skills discussed in providing feedback for the trainees emphasizing a growth mindset and behaviour change. 

Supervisors of clinical trainees, faculty who design assessment programs or lead staff development. This workshop will update participants on the current theories and practice of workplace-based assessment in authentic clinical contexts. 

Intended outcomes:
1.Practice direct observation and calibrate trainee performance using the Mini-CEX tool 

2.Reflect on information processing by clinical supervisors and discuss reasons for variability in performance assessment 

3.Practice skills of engaging the learner in a constructive feedback conversation. 

Level:
Intermediate 

References (maximum three)