Abstract
In outcome-based education, workplace-based assessment (WPBA) should accurately provide stakeholders with evidence of learner competencies. In undergraduate training (UGT), mini-clinical evaluation exercises (mini-CEX) and direct observation of procedural skills (DOPS) accurately reflect learner performance. The portfolio is far from an independent WPBA tool. This paper summarizes changes in the WPBA strategy for UGT during UMP curriculum renovation and discusses solutions that might improve WPBA validity. In the 2010s, the UMP began to build an accurate and suitable WPBA strategy. The first edition included four specific mini-CEXs and two specific DOPS. It enhanced learner performance but increased educator workload, therefore provoking negative educators' reactions. The second edition had one multipurpose mini-CEX. Its complexity negatively impacted learner orientation and educator acceptance. Digitalization characterized the third edition and aimed to improve user acceptance and database management. The educator workload was the main obstacle to running this edition. We removed DOPS from the two last WPBA editions due to license requirements. To date, we still consider that portfolio is for formative purposes. From the learned failures, we imagine solutions can improve our WPBA validity. Mini-CEX is still the primary tool, and portfolio is a secondary one. A series of specific mini-CEX seems better than one 'all-in-one'; mini-CEX should use detailed rubrics, which enhance the correlation score-performance; flexible agenda gives learners autonomy; preparing educators to conduct mini-CEX is mandatory. Concerning the portfolio, we prioritize crafting a comprehensive user guide and removing unnecessary fields from the current portfolio. Digital design and management allow ubiquitous use.
Author Information
Luan Nhut Au, University of Medicine and Pharmacy at Hochiminh City, Vietnam
My Thi Ngoc Do, University of Medicine and Pharmacy at Hochiminh City, Vietnam
Hien Dang Phuoc Nguyen, University of Medicine and Pharmacy at Hochiminh City, Vietnam
Paper Information
Conference: ACE2023
Stream: Assessment Theories & Methodologies
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Au L., Do M., & Nguyen H. (2024) Conducting Workplace-Based Assessment in Undergraduate Training: What We Have Learned From Failures? ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.92
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.92
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