Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs.

Autor: Alam L; Laima Alam, FCPS Gastroenterology, MRCP (UK), Bahria Town International Hospital, Rawalpindi, Pakistan., Alam M; Mafaza Alam Registrar Operative Dentistry and Endodontics, AFID, Rawalpindi, Pakistan., Shafi MN; Muhammad Najm ul Hasan Shafi, FCPS Medicine, Islamic International Medical College, Rawalpindi, Pakistan., Khan S; Shaista Khan, FCPS Radiology, KMU Institute of Medical Sciences, Kohat., Khan ZM; Zahid Mehmood Khan, FCPS Operative Dentistry and Endodontics, AFID, Rawalpindi, Pakistan.
Jazyk: angličtina
Zdroj: Pakistan journal of medical sciences [Pak J Med Sci] 2022 May-Jun; Vol. 38 (5), pp. 1132-1137.
DOI: 10.12669/pjms.38.5.5921
Abstrakt: Objectives: To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training.
Methods: This cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied specialties of the country by sending a validated and piloted questionnaire through email. Data collection was done from 20 th April to 20 th May 2021. Data was analysed using SPSS v. 21.0.
Results: A total of 351 completed responses were received from 10 major cities of the country. Multiple aspects of entry-into-training, in-training and end-of-training evaluation showed poor correlation with the required training goals. A comparison of assessment for entry-into-supervised training (FCPS-I) versus independent practice (FCPS-II) showed a dismal situation regarding assessing affective skills like leadership, teamwork, coping with pressure and self-awareness. The concept of maintaining portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated. The lack of a continuous, periodic and balanced assessment (65%); detailed feedback (61.5%); fair exams (59%); variability in scoring system (58%) and professionalism of the examiners (57.5%) were the most frequently selected perceived flaws in the assessment system by the participants.
Conclusion: There are multiple lacunae regarding competency-based assessment systems in our training programs and a massive scope for improvement. Assessment systems should be implemented as continuous process of learning, self-reflection, feedback and revalidation throughout the training tenure at regular and multiple points.
(Copyright: © Pakistan Journal of Medical Sciences.)
Databáze: MEDLINE
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