Alam Laima, Alam Mafaza, Shafi Muhammad Najm-Ul-Hasan, Khan Shaista, Khan Zahid Mehmood
Laima Alam, FCPS Gastroenterology, MRCP (UK), Bahria Town International Hospital, Rawalpindi, Pakistan.
Mafaza Alam Registrar Operative Dentistry and Endodontics, AFID, Rawalpindi, Pakistan.
Pak J Med Sci. 2022 May-Jun;38(5):1132-1137. doi: 10.12669/pjms.38.5.5921.
To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training.
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 April to 20 May 2021. Data was analysed using SPSS v. 21.0.
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portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated.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.
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.
分析研究生医学培训中技能获取评估及工作场所技能展示所涉及的系统和工具。
通过电子邮件发送经过验证和试点的问卷，对该国目前从事医学、外科、牙科及相关专业的实习医生进行横断面调查。数据收集于2021年4月20日至5月20日进行。使用SPSS v. 21.0进行数据分析。
从该国10个主要城市共收到351份完整回复。培训入门、培训期间和培训结束评估的多个方面与所需培训目标的相关性较差。对进入监督培训（FCPS - I）与独立执业（FCPS - II）评估的比较显示，在评估领导能力、团队合作、应对压力和自我意识等情感技能方面情况不佳。实习医生对维护档案袋的概念完全陌生，用于展示工作场所技能的评估工具也过时了。参与者认为评估系统中最常出现的缺陷是缺乏持续、定期和平衡的评估（65%）；详细反馈（61.5%）；公平考试（59%）；评分系统的差异（58%）以及考官的专业性（57.5%）。
我们的培训项目中基于能力的评估系统存在多个缺陷，有很大的改进空间。评估系统应作为贯穿整个培训期间定期且多次进行的学习、自我反思、反馈和重新验证的持续过程来实施。
