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

  • Laima Alam Bahria Town International Hospital, Rawalpindi
  • Mafaza Alam Registrar Operative Dentistry, Armed Forces Institute of Dentistry, Rawalpindi
  • Muhammad Najm ul Hasan Shafi Assistant Professor, Islamic International Medical College, Rawalpindi, Islamabad
  • Shaista Khan Associate Professor Radiology, KMU Institute of Medical Sciences, Kohat
  • Zahid Mehmood Khan Consultant Operative Dentistry and Endodontics, AFID, Rawalpindi
Keywords: Clinical performance,, Examinations,, Formative assessment,, Portfolio,, Postgraduate training,, Workplace

Abstract

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 20th April to 20th 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portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated.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.

doi: https://doi.org/10.12669/pjms.38.5.5921

How to cite this:
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.  doi: https://doi.org/10.12669/pjms.38.5.5921

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.

Published
2022-05-17
How to Cite
Alam, L., Alam, M., Shafi, M. N. ul H., Khan, S., & Khan, Z. M. (2022). Meaningful in-training and end-of-training assessment: The need for implementing a continuous workplace-based formative assessment system in our training programs. Pakistan Journal of Medical Sciences, 38(5). https://doi.org/10.12669/pjms.38.5.5921
Section
Original Articles