Workplace-based assessment in South African postgraduate medical training: A baseline survey
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 assessm...
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| Format: | Article |
| Language: | English |
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AOSIS
2024-11-01
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| Series: | Journal of the Colleges of Medicine of South Africa |
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| Online Access: | https://jcmsa.org.za/index.php/jcmsa/article/view/88 |
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| author | Tasleem Ras Emma Daitz Louis S. Jenkins Jacques Janse van Rensburg Madeleine Muller Veena Singaram Richard Cooke Sumaiya Adam Dini Mawela Gerda Botha Thakadu Mamashela Tashneem Harris Eric Buch Lionel Green-Thompson Vanessa Burch |
| author_facet | Tasleem Ras Emma Daitz Louis S. Jenkins Jacques Janse van Rensburg Madeleine Muller Veena Singaram Richard Cooke Sumaiya Adam Dini Mawela Gerda Botha Thakadu Mamashela Tashneem Harris Eric Buch Lionel Green-Thompson Vanessa Burch |
| author_sort | Tasleem Ras |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-bdea709ecccd4258bcac030d3c9a1ffc |
| institution | OA Journals |
| issn | 2960-110X |
| language | English |
| publishDate | 2024-11-01 |
| publisher | AOSIS |
| record_format | Article |
| series | Journal of the Colleges of Medicine of South Africa |
| spelling | doaj-art-bdea709ecccd4258bcac030d3c9a1ffc2025-08-20T02:02:13ZengAOSISJournal of the Colleges of Medicine of South Africa2960-110X2024-11-0121e1e810.4102/jcmsa.v2i1.8841Workplace-based assessment in South African postgraduate medical training: A baseline surveyTasleem Ras0Emma Daitz1Louis S. Jenkins2Jacques Janse van Rensburg3Madeleine Muller4Veena Singaram5Richard Cooke6Sumaiya Adam7Dini Mawela8Gerda Botha9Thakadu Mamashela10Tashneem Harris11Eric Buch12Lionel Green-Thompson13Vanessa Burch14Department of Family, Community and Emergency Care, Faculty of Health Sciences, University of Cape Town, Cape TownDepartment of Family, Community and Emergency Care, Faculty of Health Sciences, University of Cape Town, Cape TownDepartment of Family, Community and Emergency Care, Faculty of Health Sciences, University of Cape Town, Cape Town Department of Family Medicine, Faculty of Health Sciences, Stellenbosch University, StellenboschDepartment of Diagnostic Radiology, Faculty of Health Sciences, University of the Free State, BloemfonteinDepartment of Family Medicine, Faculty of Health Sciences, Walter Sisulu University, East LondonSchool of Clinical Medicine, University of KwaZulu-Natal, eThekwini,Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, JohannesburgDepartment of Obstetrics and Gynaecology, Faculty of Health Sciences, University of Pretoria, TshwaneDepartment of Paediatrics and Child Health, Faculty of Health Sciences, Sefako Makgatho Health Sciences University, TshwanePractice of Medicine, Faculty of Health Sciences, Sefako Makgatho Health Sciences University, TshwaneDepartment of Forensic Pathology, Faculty of Health Sciences, University of Limpopo, PolokwaneDepartment of Otolaryngology, Faculty of Health Sciences, University of Cape Town, Cape TownColleges of Medicine of South Africa, RondeboschSA Committee of Medical Deans and DeaneryColleges of Medicine of South Africa, RondeboschBackground: 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.https://jcmsa.org.za/index.php/jcmsa/article/view/88workplace-based assessmentcompetency-based medical educationpostgraduatelmicafrica |
| spellingShingle | Tasleem Ras Emma Daitz Louis S. Jenkins Jacques Janse van Rensburg Madeleine Muller Veena Singaram Richard Cooke Sumaiya Adam Dini Mawela Gerda Botha Thakadu Mamashela Tashneem Harris Eric Buch Lionel Green-Thompson Vanessa Burch Workplace-based assessment in South African postgraduate medical training: A baseline survey Journal of the Colleges of Medicine of South Africa workplace-based assessment competency-based medical education postgraduate lmic africa |
| title | Workplace-based assessment in South African postgraduate medical training: A baseline survey |
| title_full | Workplace-based assessment in South African postgraduate medical training: A baseline survey |
| title_fullStr | Workplace-based assessment in South African postgraduate medical training: A baseline survey |
| title_full_unstemmed | Workplace-based assessment in South African postgraduate medical training: A baseline survey |
| title_short | Workplace-based assessment in South African postgraduate medical training: A baseline survey |
| title_sort | workplace based assessment in south african postgraduate medical training a baseline survey |
| topic | workplace-based assessment competency-based medical education postgraduate lmic africa |
| url | https://jcmsa.org.za/index.php/jcmsa/article/view/88 |
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