ArticleAdvances in health sciences education : theory and practice2017
Stakeholder perspectives on workplace-based performance assessment: towards a better understanding of assessor behaviour.
Article in Advances in health sciences education : theory and practice, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 14 papers, 1 of them a synthesis that pooled it.
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Who cites it
14 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Factors influencing the incorporation of Entrustable Professional Activities into assessment in nutrition and dietetics education: A systematic review.Nutrition & dietetics : the journal of the Dietitians Association of Australia · 2025Pooled it
- Assessing Clinical Competence of Postgraduate Dental Specialty Trainees: A Scoping Review.European journal of dental education : official journal of the Association for Dental Education in Europe · 2026Article
- (Mis)Alignment in resident and advisor co-regulated learning in competency-based training.Medical education · 2025Article
- Factors influencing clinician-educators' assessment practice in varied Southern contexts: a health behaviour theory perspective.Advances in health sciences education : theory and practice · 2025Article
- How We Built Workplace Based Assessment-for-Learning in Irish GP Training.Perspectives on medical education · 2025Article
- Clinician educators' conceptions of assessment in medical education.Advances in health sciences education : theory and practice · 2023Article
- How progress evaluations are used in postgraduate education with longitudinal supervisor-trainee relationships: a mixed method study.Advances in health sciences education : theory and practice · 2023Article
- How argumentation theory can inform assessment validity: A critical review.Medical education · 2022Review
- Safeguarding fairness in assessments-How teachers develop joint practices.Medical education · 2022Article
- Frame-of-Reference Training for Students: Promoting a Shared Mental Model for Clerkship Performance with an Online, Interactive Training Module.Journal of general internal medicine · 2022Article
- "Could You Work in My Team?": Exploring How Professional Clinical Role Expectations Influence Decision-Making of Assessors During Exit-Level Medical School OSCEs.Frontiers in medicine · 2022Article
- Chinese doctors' views on workplace-based assessment: trainee and supervisor perspectives of the mini-CEX.Medical education online · 2021Article
- User Experience Evaluation of the EPAs-Based e-Portfolio System and an Analysis of Its Impact.Journal of acute medicine · 2020Article
- Practical Application of Assessment Principles in the Development of an Innovative Clinical Performance Evaluation in the Entrustable Professional Activity Era.Medical science educator · 2020Article
Corrections and comments
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Authors and funding
7 authors.
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No grant is acknowledged in the PubMed record.
Abstract
Workplace-Based Assessment (WBA) plays a pivotal role in present-day competency-based medical curricula. Validity in WBA mainly depends on how stakeholders (e.g. clinical supervisors and learners) use the assessments-rather than on the intrinsic qualities of instruments and methods. Current research on assessment in clinical contexts seems to imply that variable behaviours during performance assessment of both assessors and learners may well reflect their respective beliefs and perspectives towards WBA. We therefore performed a Q methodological study to explore perspectives underlying stakeholders' behaviours in WBA in a postgraduate medical training program. Five different perspectives on performance assessment were extracted: Agency, Mutuality, Objectivity, Adaptivity and Accountability. These perspectives reflect both differences and similarities in stakeholder perceptions and preferences regarding the utility of WBA. In comparing and contrasting the various perspectives, we identified two key areas of disagreement, specifically 'the locus of regulation of learning' (i.e., self-regulated versus externally regulated learning) and 'the extent to which assessment should be standardised' (i.e., tailored versus standardised assessment). Differing perspectives may variously affect stakeholders' acceptance, use-and, consequently, the effectiveness-of assessment programmes. Continuous interaction between all stakeholders is essential to monitor, adapt and improve assessment practices and to stimulate the development of a shared mental model. Better understanding of underlying stakeholder perspectives could be an important step in bridging the gap between psychometric and socio-constructivist approaches in WBA.
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