Addressing practical and conceptual challenges in workplace-based assessment

Abstract

Despite its recognized importance in ensuring clinical competence, implementing and sustaining workplace-based assessment (WBA) in EPA-based programs faces various obstacles, including validity concerns, time constraints, administrative burdens, and a perceived lack of formative value. To overcome these challenges, the chapter proposes several strategies. First, it emphasizes the role of EPAs and entrustment in streamlining the WBA process, making it more time-efficient and relevant to real-world clinical practice. Second, the chapter advocates for interprofessional collaboration in WBA, highlighting the importance of incorporating input from diverse health care professionals who regularly interact with trainees. Additionally, the chapter explores the tension between formative and summative assessment in WBA, emphasizing the importance of creating a safe environment for both trainees and supervisors. By shifting the focus from high-stakes assessments to continuous learning conversations, stakeholders can optimize each assessment situation for learning while supporting trainee autonomy. Furthermore, the chapter discusses the role of technology in addressing the perceived assessment burden associated with WBA. By leveraging mobile applications, e-portfolios, and data analytics, technology can provide efficient means for data collection, storage, analysis, and visualization, ultimately enhancing the effectiveness of WBA in health care education. Lastly, the chapter considers strategies for implementing WBA in low-resource settings, highlighting the importance of local feasibility and resource adaptation. By simplifying assessment tools, leveraging low-cost tech platforms, and collaborating with colleagues from varying resource levels as well as different low-resource areas, low-resource settings can overcome barriers to WBA implementation and ensure the development of competent health care professionals tailored to their specific contexts.