Academic Centre for General Practice, Department of Public Health and Primary Care, KU Leuven, Leuven, Belgium.
School of Health Sciences, Faculty of Medicine, Dentistry and Health Sciences, The University of Melbourne, Melbourne, Australia.
BMC Med Educ. 2024 Jun 13;24(1):659. doi: 10.1186/s12909-024-05636-3.
Workplace-based assessment (WBA) has been vigorously criticized for not fulfilling its educational purpose by medical educators. A comprehensive exploration of stakeholders' needs regarding WBA is essential to optimize its implementation in clinical practice.
Three homogeneous focus groups were conducted with three groups of stakeholders: General Practitioner (GP) trainees, GP trainers, and GP tutors. Due to COVID-19 measures, we opted for an online asynchronous form to enable participation. An constructivist grounded theory approach was used to employ this study and allow the identification of stakeholders' needs for using WBA.
Three core needs for WBA were identified in the analysis. Within GP Training, stakeholders found WBA essential, primarily, for establishing learning goals, secondarily, for assessment purposes, and, lastly, for providing or receiving feedback.
All stakeholders perceive WBA as valuable when it fosters learning. The identified needs were notably influenced by agency, trust, availability, and mutual understanding. These were facilitating factors influencing needs for WBA. Embracing these insights can significantly illuminate the landscape of workplace learning culture for clinical educators and guide a successful implementation of WBA.
工作场所评估（WBA）一直受到医学教育者的强烈批评，因为它没有达到其教育目的。全面了解利益相关者对 WBA 的需求对于优化其在临床实践中的实施至关重要。
我们对三组利益相关者进行了三次同质的焦点小组讨论：普通科医生（GP）培训生、GP 培训师和 GP 导师。由于 COVID-19 措施，我们选择了在线异步形式以允许参与。采用建构主义扎根理论方法进行本研究，以确定利益相关者对使用 WBA 的需求。
在分析中确定了 WBA 的三个核心需求。在 GP 培训中，利益相关者发现 WBA 对于设定学习目标至关重要，其次是评估目的，最后是提供或接收反馈。
当 WBA 促进学习时，所有利益相关者都认为它很有价值。所确定的需求主要受到机构、信任、可用性和相互理解的影响。这些是影响 WBA 需求的促进因素。了解这些见解可以显著阐明临床教育者的工作场所学习文化，并指导 WBA 的成功实施。
