Student perceptions of workplace‐based assessment

Summary Background Workplace‐based assessments ( WBA s) have become integrated into postgraduate medical training, although there is much negativity from trainees. The objective of this study was to examine medical student understanding and perceptions towards WBA s. Methods A questionnaire was administered to final‐year medical students at a single institution, examining experience, understanding and perceptions towards WBA s. Rating‐scale responses were analysed by calculating positivity estimate values, and categorising data for subgroup comparison. Negativity was the most prevalent overall position of students towards participating in WBAsResults One hundred and fifteen of 162 (71%) students completed the questionnaire. Almost half the students had experience of WBA s and the majority (90%) reported benefiting from them; however, those with experience did not report more positive perceptions towards WBA s. In contrast, those students who seemed to demonstrate a good understanding of WBA s reported strongly positive perceptions. Interestingly, understanding and experience were not correlated. Negativity was the most prevalent overall position of students towards participating in WBA s as future trainees, with similar concerns reported by trainees, such as availability of time, trainer engagement and a feeling that they are simply ‘tick‐box’ exercises. Discussion Medical students appear to possess negative perceptions towards WBA s. Although having experience of undertaking WBA s had little impact on their position, possessing an understanding of WBA s seemed to influence perceptions. This suggests that the manner in which medical students are exposed to WBA s should be carefully considered to ensure that it fosters the development of enthusiasm and positivity that can be carried by the students into their professional careers.