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Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs

OBJECTIVES: To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training. METHODS: This cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied sp...

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Detalles Bibliográficos
Autores principales: Alam, Laima, Alam, Mafaza, Shafi, Muhammad Najm-ul-Hasan, Khan, Shaista, Khan, Zahid Mehmood
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Professional Medical Publications 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9247791/
https://www.ncbi.nlm.nih.gov/pubmed/35799747
http://dx.doi.org/10.12669/pjms.38.5.5921
Descripción
Sumario:OBJECTIVES: To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training. METHODS: 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(th) April to 20(th) May 2021. Data was analysed using SPSS v. 21.0. RESULTS: 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portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated.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. CONCLUSION: 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.