Family Medicine Resident Experience Toward Workplace-Based Assessment Form in Improving Clinical Teaching: An Exploratory Qualitative Study

Figures & data

Figure 1 Data Collection tool-Interview Guide.

Table 1 Study Participants (N = 15)

Training Level	Gender		Total Number
	Male	Female
Third year residents	4	4	8
Second year residents	2	5	7
Total	6	9	15

Figure 2 Themes Generated from Interview.

Table 2 “Inductive Analysis of Participants on Workplace-Based Assessment”

Theme	Categories	Verbatim Example
Underlying principle of WPBA	- communication with seniors - constructive approach to assess learning domains - opportunity to get timely feedback - situated learning	“—because family medicine residents deal with many cases so there are benefit like discuss with senior consultants” “it means the assessment tool used to assess the resident experience, attitude, and skill upon each rotation and how much the resident gain or benefit from the rotation” “—to ensure that resident is obtaining skills in related cases and discovering strength and weaknesses” “it is a performance assessment in rotation so trainee get timely feedback and get chance to discuss with trainer” “—type of assessment that happens in real time while seeing real patients in the real setting”
Characteristics that promote WPBA	- clear guidelines - implementation process - provide space for open discussion	“to cover my requirement and fulfil the expected requirements from me as a resident, but a tool should have clear objectives for each rotation and use scientific way to assess specific task” “—the way and implementation currently leads to minimize its value because the discussion of case and fill in the form not happen at the same time” “it has a value but with lots of number requirement, the values become less” “--value of WPBA come from the formulated discussion and proper documentation. Thus increase chance of discussion with trainer to get maximum benefit”.
Impact of a supportive learning environment	- orientation regarding WPBA -sources of knowledge	“yes, minimal orientation was given at the beginning of the residency regarding the format as requirement and needed numbers only” “honestly and actually there is no orientation done” “the orientation mainly came from the previous batches and senior colleagues” “they teach me how to us the form and how to send”
Associated opportunities and challenges	-communicate and produce effectively - exposure to situated learning - increase workload - time consuming and application -no advantage	“ITER has no rule for resident but it improves communication through giving opportunities of discussion with seniors” “can give clear ideas about the disease, the case and the treatment plan” “it can be used as a teaching tool in case of missing some points because it gives a real time experience through repetition” “we feel these increase a load on specialized trainers, when we reach the specialized rotation it feels that filling the form is like to give a favour not something required from us” “load of such tools affecting time management and difficult to communicate with the senior” “---taking time while at some time the trainer has no time to fill in the form” “in some rotation cannot be applied properly because there are may not be a full knowledge of specialty or full opportunity to take history/examination and management plan” “there is duplication of some cases and sometimes lack of opportunity to perform a procedure due to non-availability of relevant case” “it has no advantage but there are disadvantages such as load on resident” (6 participants)
Making WPBA more effective	-improve learning outcome -update in curriculum - address selection needs - improve e-resources	“to make it less, not every month, consider one per each form in every rotation only regardless of the orientation duration” “provide orientation at the beginning about usage, implementation, and One 45 use” “remove Mini-CEX, CBD, DOP and depend on end of rotation evaluation” “preferred to be specified for each rotation and for each residency level by SCFHS in curriculum” “tailoring it according to the content of each rotation will ensure the proper implementation” “in each rotation suggest or select reference trainer for family medicine specialty who are responsible for making an evaluation and overall evaluations” “keep trainer oriented about the usage of e-tools, how to use them and post deadlines for more effective use of WPBA” “reduce technical problems of One45 because in most of the cases it doesn”t work such as filling the form as paperwork, finding the name of the trainer, and deadlines’