Department of General Paediatrics, Alexandra Hospital, West Midlands, UK.
Med Teach. 2011;33(11):919-27. doi: 10.3109/0142159X.2011.558140.
In August 2007, run-through specialty training and workplace-based assessments (WBAs) were introduced for UK junior doctors.
This study explores whether WBAs have been successfully integrated into paediatric training programmes.
A 20-item questionnaire was distributed to regional paediatric trainees.
Eighty seven per cent (130/150) trainees responded. Reliability of the study was good (Cronbach's alpha 0.813); 92% (119/130) trainees knew how to conduct WBAs (scoring ≥ 4 on the six-point Likert scale). However, they were ambivalent about WBAs being a true reflection of their capabilities (mean Likert score 3.46). A common problem was finding assessors with 40% of trainees stating that staff had refused to do assessments. Almost half of the assessments were done retrospectively. Trainees did receive feedback but advice on future improvement was not always given (highest mean Likert score 4.00). Free text comments analysis mostly centred on difficulties in getting WBAs done.
A cultural change is needed for trainees to feel that WBAs are not just a tick box exercise, but a useful educational tool for learning. Ongoing work on implementation needs to include additional training, especially on the value of WBAs for formative assessment and consultants having protected time in their job plans for training.
2007 年 8 月，英国初级医生开始进行全程专业培训和基于工作场所的评估（WBAs）。
本研究旨在探讨 WBAs 是否已成功融入儿科培训计划。
向区域儿科受训者分发了一份 20 项的调查问卷。
87%（130/150）的受训者做出了回应。研究的可靠性良好（Cronbach's alpha 0.813）；92%（119/130）的受训者知道如何进行 WBAs（在六分制 Likert 量表上得分为≥4）。然而，他们对 WBAs 是否真实反映他们的能力持矛盾态度（平均 Likert 得分为 3.46）。一个常见的问题是找不到评估员，有 40%的受训者表示工作人员拒绝进行评估。几乎一半的评估都是回顾性的。受训者确实收到了反馈，但并非总是给出关于未来改进的建议（最高平均 Likert 得分为 4.00）。自由文本评论分析主要集中在完成 WBAs 方面的困难。
需要进行文化变革，让受训者感到 WBAs 不仅仅是一个勾选练习，而是一种有用的学习教育工具。实施工作需要包括额外的培训，特别是关于 WBAs 对形成性评估的价值，以及顾问在工作计划中为培训留出的受保护时间。
