The role and value of workplace-based assessment in learning in postgraduate medical education

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dc.contributor.advisor Horgan, Mary (Medicine) en
dc.contributor.advisor Scherpbier, Albert JJA en
dc.contributor.author Barrett, Aileen M.
dc.date.accessioned 2017-02-08T11:33:25Z
dc.date.available 2017-02-08T11:33:25Z
dc.date.issued 2016
dc.date.submitted 2016
dc.identifier.citation Barrett, A. M. Year. 2016. The role and value of workplace-based assessment in learning in postgraduate medical education. PhD Thesis, University College Cork. en
dc.identifier.endpage 252 en
dc.identifier.uri http://hdl.handle.net/10468/3569
dc.description.abstract Introduction Workplace-based assessment (WBA) has been the subject of much debate since its introduction; it remains unclear whether the intended learning value of these tools has been realised. The purpose of this thesis to establish what is the role and value of workplace-based assessment in learning in postgraduate medical education? Methods A retrospective cohort study was designed to establish how WBA has been implemented in six Irish training bodies and to explore the value of the documented information. This was followed by a phenomenological study of trainers’ and trainees’ experiences of WBA and how their perceptions of the learning value of WBA have been shaped. The value of WBA in identifying and/or remediating underperformance was explored using the Best Evidence in Medical Education (BEME) systematic review methods. Results The cohort study revealed a familiar picture of WBA as a ‘tick-box’ exercise. The learning value associated with WBA proved complex to elicit, however trainees associated WBA with training value and a justifiable way to ask for feedback and time with trainers. The BEME review identified 20 relevant studies but could not definitively establish the optimal implementation conditions for identifying or remediating underperformance. Discussion The findings suggest that it is the practice of formative assessment that is of learning value to trainees and not the individual WBA tools. The study also demonstrated that there is a potential learning value in affirmation of good practice and that ‘learning’ is a complex concept. Determining effectiveness of WBA in identifying or remediating underperformance was limited by lack of high quality prospective studies. Conclusion The value of WBA to its users is influenced by experience and is complex to articulate. Ongoing work is needed to normalise the assessment-feedback process and to influence a positive learning trajectory. en
dc.format.mimetype application/pdf en
dc.language English en
dc.language.iso en en
dc.publisher University College Cork en
dc.rights © 2016, Aileen Maria Barrett. en
dc.rights.uri http://creativecommons.org/licenses/by-nc-nd/3.0/ en
dc.subject Workplace-based assessmen en
dc.subject Postgraduate medical education en
dc.subject Formative assessment en
dc.subject Assessment for learning en
dc.title The role and value of workplace-based assessment in learning in postgraduate medical education en
dc.type Doctoral thesis en
dc.type.qualificationlevel Doctoral en
dc.type.qualificationname PhD (Medicine and Health) en
dc.internal.availability Full text available en
dc.check.info No embargo required en
dc.description.version Accepted Version
dc.description.status Not peer reviewed en
dc.internal.school Medicine en
dc.check.type No Embargo Required
dc.check.reason No embargo required en
dc.check.opt-out Not applicable en
dc.thesis.opt-out false
dc.check.embargoformat Not applicable en
ucc.workflow.supervisor m.horgan@ucc.ie
dc.internal.conferring Autumn 2016 en


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© 2016, Aileen Maria Barrett. Except where otherwise noted, this item's license is described as © 2016, Aileen Maria Barrett.
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