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.