Workplace-based assessment in South African postgraduate medical training: A baseline survey

Abstract

Background: In line with international best practices, the South African Committee of Medical Deans, supported by the Colleges of Medicine of South Africa, has called for institutions educating medical specialists to start integrating workplace-based assessment (WBA) in 2025. Workplace-based assessment requires that clinical supervisors observe trainees in the real world of clinical practice, provide feedback and foster reflective practice, while foregrounding patient safety. Despite a large literature on WBA in the global north and an emerging literature in South Africa, a framework for WBA implementation, grounded in South African realities, does not exist. The study aimed to determine current WBA-related knowledge and practices among registrar educators. Methods: A cross-sectional observational study, using an online 5-point Likert scale questionnaire, explored current knowledge and practices of WBA-related activities. The questionnaire variables were categorical, and the data were analysed descriptively. Frequencies, proportions and appropriate graphics were used to present the data. Results: The key findings relate to relatively high levels of knowledge of what constitutes WBA (82.5% agreed that they had knowledge of WBA), juxtaposed against large variability in the levels of implementation of WBA practices. Conclusion: The study surveyed postgraduate supervisors in a low- and middle-income country (LMIC) context regarding their understanding and current practices of WBA. Self-reported knowledge levels were high while practices were variable Contribution: The study provides insights into areas to focus on, with the future development and implementation of a comprehensive WBA strategy in South Africa.

Keywords

• workplace-based assessment
• competency-based medical education
• postgraduate
• lmic
• africa