Kalsi H K, Kalsi J S, Fisher N L
Postgraduate Student in MSc Conservative Dentistry, UCL Eastman Dental Institute, London.
Br Dent J. 2013 Nov;215(10):519-24. doi: 10.1038/sj.bdj.2013.1098.
Workplace-based assessments (WBAs) are trainee-led formative assessments that measure the highest level of competence of the ability to do a task. So far WBAs are the only available assessment tools to measure performance integrated into practice. Over the years, WBAs have become an integral part of dental foundation and specialty training. The numerous WBAs available can be broadly categorised into three types. The first type involves observation of clinical encounters, for example mini-clinical evaluation exercises; direct observation of procedural skills; and dental evaluation of performance and procedure-based assessments. The second type involves discussion of clinical cases, such as case-based discussions. Finally, the third type includes the mini-peer assessment tool, team assessment of behaviour, 360° assessments and multi-source feedback, and all involve receiving feedback from a combination of colleagues, staff and patients. This article describes the WBAs currently used in postgraduate dental training and explores their strengths, weaknesses, perceived value by trainees and trainers and how these tools can be used in a reliable and valid way.
基于工作场所的评估（WBA）是由受训者主导的形成性评估，用于衡量执行任务能力的最高水平。到目前为止，WBA是唯一可用于衡量融入实践的表现的评估工具。多年来，WBA已成为牙科基础培训和专科培训不可或缺的一部分。现有的众多WBA可大致分为三类。第一类涉及临床接触的观察，例如小型临床评估练习；程序技能的直接观察；以及基于表现和程序的牙科评估。第二类涉及临床病例的讨论，如基于病例的讨论。最后，第三类包括小型同伴评估工具、行为团队评估、360°评估和多源反馈，所有这些都涉及从同事、工作人员和患者的组合中获得反馈。本文介绍了目前在牙科研究生培训中使用的WBA，并探讨了它们的优点、缺点、受训者和培训师所感知的价值，以及如何以可靠和有效的方式使用这些工具。
