Trauma & Orthopaedics department, Royal Gwent Hospital, Newport, UK
Postgrad Med J. 2020 Jan;96(1131):7-8. doi: 10.1136/postgradmedj-2019-136794. Epub 2019 Jul 26.
One of the most significant changes to the structure of surgical training in the UK was the introduction of workplace-based assessments (WBAs). Since its integration into the Intercollegiate Surgical Curriculum Programme, we as surgical trainees became the children of WBAs. Procedure-based assessment (PBA) is one of the pillars of WBAs and no surgical trainee portfolio is complete without a significant number of PBAs completed. As a senior trauma and orthopaedics trainee myself, I have encountered PBA on a regular basis, both as a trainee and as an assessor to my junior colleagues. My journey in understanding and implementing PBAs has not been a smooth one. This is also a reflection of almost all surgical trainees across all specialties. In this review, I aim to shed some light on my perspective on PBA, its values, limitations and concerns that have risen as a result of its introduction. I also aim to use my experiences to highlight possible ways of improvement in PBA.
英国外科培训结构的重大变化之一是引入了基于工作场所的评估（WBAs）。自从它被纳入大学间外科课程计划以来，我们作为外科受训者成为了 WBAs 的孩子。基于程序的评估（PBA）是 WBAs 的支柱之一，如果没有完成大量的 PBA，那么任何外科受训者的组合都是不完整的。作为一名高级创伤和骨科受训者，我自己经常遇到 PBA，无论是作为受训者还是作为我的年轻同事的评估者。我在理解和实施 PBA 方面的经历并非一帆风顺。这也反映了几乎所有专业的外科受训者的情况。在这篇综述中，我旨在阐明我对 PBA 的看法，包括其价值、局限性以及由于其引入而产生的一些关注。我还旨在利用我的经验来突出 PBA 可能的改进方法。
