WORK PLACE BASED ASSESMENT DR IMRAN ZAFAR

2. “WORK PLACE BASED
ASSESMENT”
Dr Imran Zafar Pirzado
Assistant Professor
07-05-2024

3. • Some psychologists claim the typical student's
attention span is about 10 to 15 minutes long.
• It's natural for a student's attention levels to vary
according to motivation, mood, perceived
relevance of the material, and other factors.

4. OBJECTIVES
• Recent trends in medical education are
moving rapidly away from gaining a certain
number of marks in high-stakes examinations
and towards gathering evidence of clinical
competence and professional behavior
observed in clinical environments.

5. MILLER'S FRAMEWORK FOR
ASSESSING CLINICAL
COMPETENCE
• workplace-based methods of assessment target
the highest level of the pyramid and collect
information about doctors’ performance in
their everyday practice.

6. WHY DO WE ASSES? Key Principles
• Authentic assessments, Focus on observable
behaviors
• Emphasis on patient care and safety
• Ongoing and systematic evaluation
• To ensure we are training correctly
• To develop trainees

7. TYPES OF WPBA
• FORMATIVE ASSESSMENTS
• Observation
• Feedback
• Self-assessment
• SUMMATIVE ASSESSMENTS
• Case-based discussions
• Mini-CEX (Clinical Evaluation Exercise)
• DOPS (Direct Observation of Procedural Skills)
• 360-degree feedback

9. WPBA OPHTHALMIC TOOLS
• OCEX (Ophthalmic Clinical Evalution
Excercise).
• DOPS (Direct Observation Procedural Skills)
• OSCAR (Ophthalmic Surgical Competence
Assesment Rubric)Phacoemusification

10. BENEFITS OF WPBA
• Improved learner engagement and motivation
• Enhanced patient care and safety
• More accurate assessment of learner performance
• Better preparation for practice
• Encourages reflective practice and lifelong
learning

11. IMPLEMENTATION STRATEGIES
• Clear criteria and standards
• Trained assessors and feedback providers
• Regular feedback and coaching
• Technology enhanced assessment tools
• Integration with existing curriculum and
assessments

12. ASSESSORS AND FEEDBACK
PROVIDERS
• Roles and responsibilities
• Training and calibration
• Feedback skills and techniques

13. LEARNER PREPARATION AND
SUPPORT
• Orientation and induction
• Clear expectations and criteria
• Ongoing support and feedback
• Opportunities for self-assessment and reflection

14. CHALLENGES AND LIMITATIONS
• Rater bias and variability
• Time-consuming and resource-intensive
• Balancing assessment with service delivery
• Ensuring learner anonymity and confidentiality

15. BEST PRACTICES
• Align assessments with learning objectives
• Use multiple assessment methods
• Provide constructive feedback
• Monitor and evaluate the assessment process

16. TECHNOLOGY-ENHANCED WPBA
• Electronic portfolios
• Mobile apps
• Online feedback platforms
• Video recording and analysis

17. CONCLUSION
• WPBA is essential for medical universities
• Effective implementation requires careful
planning and execution
• Ongoing evaluation and improvement are crucial
for success

18. THANK YOU