Workplace-based assessment in the Bhutanese context: acceptability, feasibility, and educational impact as perceived by trainees and trainers

Abstract

Abstract Background:The Postgraduate Medical Education globally has transited from traditional cognitive based to more competency-based learning. Bhutan’s only medical university, Khesar Gyalpo University of Medical Sciences of Bhutan (KGUMSB) introduced Competency Based curriculum (CBC) through implementation of workplace-based assessment (WPBA) in June 2018. The proposed competency-based curriculum (CBC) was aimed at developing appropriate competencies in the learners through workplace-based assessment. A programmatic evaluation of the trainees and trainer’s perception on implementation of workplace-based assessment for three years at KGUMSB was conducted in July-Sept 2021. Methods: The evaluation was conducted in July-Sept, 2021. The mixed methods design was utilized such as survey, review of student portfolios and focus group discussion. A total of 62 participants (46 residents in clinical training and 16 faculty members) participated in this evaluation. Results: After three years of implementation of WPBA, it was perceived as a good system of assessing learners with a high level of acceptability among both the students and faculty members. The practice of providing immediate feedback was well appreciated by students. Conclusions: These findings support that WPBA is a good assessment system in postgraduate education. However, it was also evident that issues such as perceived time constraints, overburdened students and lack of faculty capacity were possible obstacles to proper implementation of WPBA.