@article{Alam_Alam_Shafi_Khan_Khan_2022, title={Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs}, volume={38}, url={https://pjms.org.pk/index.php/pjms/article/view/5921}, DOI={10.12669/pjms.38.5.5921}, abstractNote={<p><em><strong>Objectives:</strong></em> To analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training.</p> <p><em><strong>Methods:</strong></em> 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 20th April to 20th May 2021. Data was analysed using SPSS v. 21.0.</p> <p><em><strong>Results:</strong></em> 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portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated.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.</p> <p><em><strong>Conclusion:</strong></em> 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.</p> <p><strong>doi: https://doi.org/10.12669/pjms.38.5.5921</strong></p> <p><em><strong>How to cite this:</strong></em><br>Alam L, Alam M, Shafi MN, Khan S, Khan ZM. Meaningful in-training and end-of-training assessment: the need for implementing a continuous workplace-based formative assessment system in our training programs. Pak J Med Sci. 2022;38(5):1132-1137.&nbsp; doi: https://doi.org/10.12669/pjms.38.5.5921</p> <p>This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.</p&gt;}, number={5}, journal={Pakistan Journal of Medical Sciences}, author={Alam, Laima and Alam, Mafaza and Shafi, Muhammad Najm ul Hasan and Khan, Shaista and Khan, Zahid Mehmood}, year={2022}, month={May} }