Letters to the editors
Attitudes towards workplace-based assessments Simon Tso, Warwick Medical School, University of Warwick, Coventry, UK
I
read with interest the article titled ‘Workplace-based assessments: lost in translation?’1 The author highlighted a prevailing perception amongst trainee doctors that workplacebased assessments (WBAs) were tick-box exercises.2 The change in terminology from WBAs to supervised learning events (SLEs) alone was unlikely to result in a sea change in attitude. The usefulness of SLEs can only be as good as the quality of the learning and documentation process, and how imaginatively these records of learning are being used. Attitudes could improve as trainees and assessors become convinced that SLEs have other practical use beyond the ‘tickbox’ requirements for their annual
appraisals. SLEs could be used as proof of their experiences and competency at job interviews, as well as in professional and legal proceedings. It could also form the basis of their application for professional recognition of their experiences.3 As trainees reflect upon these learning records, they will be able to gain a deeper appreciation of how their learning has formed and evolved over time. These learning records should be viewed as a gold-mine of reflective learning materials; however, there are limited expectations of trainees to revisit SLE records subsequent to the initial documentation process – a lost learning opportunity. Perhaps
this could be addressed by introducing another tick-box exercise by making it a requirement for trainees to write a reflective learning log upon one of their SLE records as part of their appraisal process? REFERENCES 1.
Ali J. Workplace-based assessments: lost in translation? Clin Teach 2014;11:68–69.
2.
Bindal T, Wall D, Goodyear HM. Trainee doctors views on workplacebased assessments: Are they just a tick box exercise? Med Teach 2011;33:919–927.
3.
The Higher Education Academy. Professional Recognition. URL: Available at http://www.heacademy.ac.uk/professional-recognition. Accessed on 28 January 2014.
Corresponding author’s contact details: Simon Tso, Education and Development, Warwick Medical School, University of Warwick, Coventry CV4 7AL, UK. E-mail: [email protected] doi: 10.1111/tct.12244
406 © 2014 John Wiley & Sons Ltd. THE CLINICAL TEACHER 2014; 11: 406–408
tct_12244.indd 406
7/7/2014 8:16:04 PM
Attitudes towards workplace-based assessments Simon Tso, Warwick Medical School, University of Warwick, Coventry, UK
I
read with interest the article titled ‘Workplace-based assessments: lost in translation?’1 The author highlighted a prevailing perception amongst trainee doctors that workplacebased assessments (WBAs) were tick-box exercises.2 The change in terminology from WBAs to supervised learning events (SLEs) alone was unlikely to result in a sea change in attitude. The usefulness of SLEs can only be as good as the quality of the learning and documentation process, and how imaginatively these records of learning are being used. Attitudes could improve as trainees and assessors become convinced that SLEs have other practical use beyond the ‘tickbox’ requirements for their annual
appraisals. SLEs could be used as proof of their experiences and competency at job interviews, as well as in professional and legal proceedings. It could also form the basis of their application for professional recognition of their experiences.3 As trainees reflect upon these learning records, they will be able to gain a deeper appreciation of how their learning has formed and evolved over time. These learning records should be viewed as a gold-mine of reflective learning materials; however, there are limited expectations of trainees to revisit SLE records subsequent to the initial documentation process – a lost learning opportunity. Perhaps
this could be addressed by introducing another tick-box exercise by making it a requirement for trainees to write a reflective learning log upon one of their SLE records as part of their appraisal process? REFERENCES 1.
Ali J. Workplace-based assessments: lost in translation? Clin Teach 2014;11:68–69.
2.
Bindal T, Wall D, Goodyear HM. Trainee doctors views on workplacebased assessments: Are they just a tick box exercise? Med Teach 2011;33:919–927.
3.
The Higher Education Academy. Professional Recognition. URL: Available at http://www.heacademy.ac.uk/professional-recognition. Accessed on 28 January 2014.
Corresponding author’s contact details: Simon Tso, Education and Development, Warwick Medical School, University of Warwick, Coventry CV4 7AL, UK. E-mail: [email protected] doi: 10.1111/tct.12244
406 © 2014 John Wiley & Sons Ltd. THE CLINICAL TEACHER 2014; 11: 406–408
tct_12244.indd 406
7/7/2014 8:16:04 PM
