Pim Teunissen 

How to make optimal use of workplace-based assessment (WBA)? That is the central question in this workshop. The vast majority of postgraduate medical education is situated in practice. Residents’ learning is influenced by the curriculum they follow, the specific opportunities for learning, guidance provided at their varying workplace(s) and their individual goals and ambitions. The assessment of learners at the workplace is often the most tangible expression of the curriculum for both residents and supervisors. Yet, it is very challenging to make the various forms of assessment that together make up WBA work for learning (Massie & Ali, 2015), (Szulewski et al 2023). 

Why is the topic important for practice? 

Understanding how WBA can serve the multiple purposes it is intended to serve is essential for optimal workplace education. It directly affects residents, supervisors, as well as educationalists, administrators and program directors. 

Workshop format, including participant engagement methods 

In this workshop, prof. Pim Teunissen (School of Health Professions Education, Maastricht University) will build upon over 15 years of practical and research experience with competency-based medical education, entrustable professional activities, and programmatic assessment. 

The workshop starts with an exploration of participants’ main challenges with WBA in their contexts and their expectations for the workshop. This is followed by a brief plenary introduction of the typical current approach to assessment in competency-based programs, including insights in the complexities of workplace learning in healthcare settings. Subsequently, a round robin method will be used to let participants brainstorm in groups on the following three questions: 

There will be a short plenary discussion after question 1 and 2 followed by a longer discussion after question 3, including a wrap-up and summary. 

Who should participate? 

This workshop is of interest to anyone involved in the practice and/or design of WBA for postgraduate medical education. Clinical supervisors, educators, residents, program directors and researchers in this domain are specifically invited to join. 

Level of workshop 

This workshop welcomes people from various levels; beginner / intermediate / advanced. There will be a discussion of some of the basics of WBA as well as sharing of new insights that people at all levels can contribute to and benefit from. 

Workshop outcomes 

This workshop’s main outcome will be an appreciation of how WBA can be used intentionally as a tool, among others, to support learning at the workplace. 

Maximum number of participants 20 

References (maximum three) 

References
 Massie, J., & Ali, J. M. (2016). Workplace-based assessment: a review of user perceptions and strategies to address the identified shortcomings. Advances in Health Sciences Education, 21, 455-473. 

Szulewski, A., Braund, H., Dagnone, D. J., McEwen, L., Dalgarno, N., Schultz, K. W., & Hall, A. K. (2023). The Assessment Burden in Competency-Based Medical Education: How Programs Are Adapting. Academic Medicine, 10-1097. 

Joanne Alfieri¹
Carlos Gomez-Garibello² and Maryam Wagner¹
1 McGill University
2 Institute of Health Sciences Education - McGill University

Background
The transition to competency-based training models builds upon the delivery of frequent, workplace-based feedback based on direct observation of trainees’ performance. It is integral to ensure that high-quality, individualised feedback is delivered to maximise learning. Achievement goal orientation and fixed/growth mindset frameworks provide an avenue for structuring feedback such that it is both effective and individualised for each learner. 

These motivational frameworks are helpful to better understand learners’ responses to feedback, and their feedback-seeking behaviour, and through this understanding, feedback may be individualised. According to these frameworks, mastery-oriented learners seek challenging tasks to enhance their competence; thus, welcoming constructive feedback. In contrast, performance-oriented learners aim to demonstrate their competence to others, seeking only positive appraisals from them or avoiding receiving feedback altogether. 

Why is the topic important for research and / or practice?
Even though the importance of feedback has been extensively reported in the health sciences education literature, it remains a challenge for educators to generate and deliver feedback that is meaningful, so learners can take action and enhance performance. One solution is to use motivational frameworks as the basis for delivering effective feedback that is tailored to learners’ motivations and mindsets. Educators would greatly benefit from support on how to deliver such feedback. 

This interactive workshop will introduce participants to these frameworks and draw upon research findings to offer concrete methods of delivering individualised, and constructive feedback. 

Workshop format, including participant engagement methods
The workshop will be delivered through mini-plenaries, activities, and discussions. The workshop will begin with an introduction to principles of feedback and goal orientation theory. Then, the workshop will engage participants through the alternating use of videos, moderated discussions, and short activities (e.g., goal-orientation questionnaire, role playing). A series of four videos have been specifically developed depicting teacher and learner feedback interactions to illustrate different types of feedback delivery based on a motivational framework. The workshop concludes with a summary of key ideas. 

Who should participate?
The workshop is intended for any health professions educator and learners interested in assessment, feedback delivery and use. 

Level of workshop (beginner / intermediate / advanced)
Beginner - Intermediate
 

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

Participants will be able to: 

Maximum number of participants
5 participants maximum 

References (maximum three) 

Cook DA, Artino Jr AR. Motivation to learn: an overview of contemporary theories. Medical education. 2016 Oct;50(10):997-1014. 

Dweck CS. Mindset: The new psychology of success. Random house; 2006 Feb 28. 

VandeWalle, D. (2003). A goal orientation model of feedback seeking behaviour. Hum Resource Manag Rev, 13(4), 581-604.