Workplace based assessment (WPBA) is defined as the evaluation of a doctor’s progress over time in their performance in those areas of professional practice best tested in the workplace. It is a process through which evidence of competence in independent practice is gathered in a structured and systematic framework. Evidence is collected over all three years of training. The evidence is recorded in a web-based portfolio (the ePortfolio) and used to inform six monthly reviews and, at the end of training, to make a holistic, qualitative judgement about the readiness of the GPStR for independent practice.

WPBA is a developmental process. It will therefore provide feedback to the GPStR and drive learning. It will also indicate where a doctor is in difficulty. It is learner led: the GPStR decides which evidence to put forward for review and validation by the trainer. It is delivered locally by deaneries.

 

What does WPBA Involve?

WPBA consists of a framework of twelve areas of professional competence against which evidence is gathered using designated and validated tools. The use of each tool serves as an episode of evidence collection. The WPBA tools ensure the evidence is collected in the same way for each GPStR, and promote consistency among trainers and across deaneries.

The use of the tools does not involve pass/fail assessments; the judgment may be one of insufficient or inadequate evidence, particularly in the early stages of training, but this simply points to the need for further training. At regular points during training all the evidence available from the trainee is reviewed and a judgment is made about progress through each area of professional competence.

WPBA involves making qualitative not quantitative judgments. As the GPStR proceeds through training it would normally be expected that evidence of competence is demonstrated and the degree of readiness to practice is built up. The picture becomes clearer as more evidence is gathered.

The WPBA tools are:

• Case-based Discussion
• Consultation Observation Tool (in primary care only)
• Multi-Source Feedback
• Patient Satisfaction Questionnaire  (in primary care only)
• Direct Observation of Procedural Skills (in hospital posts)
• Clinical Evaluation Exercise (Mini-CEX)   (in hospital posts)
• Clinical Supervisors Report (in hospital posts).

Reference:
A Brief Guide to Workplace Based Assessment in the nMRCGP. September 2007. Published by The Royal College of General Practitioners. Page 5

 

Work Place Based Assessment Tools            
                                   
In order for the trainer or educational supervisor to be in a position to monitor the progress of their GP trainee in the twelve work place based assessment professional competence areas, information relating to their performance needs to be collected throughout the training period using these tools:

Case-based Discussions (CbD)
Minimum number of assessments: 3 per six monthly review in ST1, 3 per six months in ST 2 and 6 per six months in ST3.

Consultation Observation (COT) in primary care or Mini-CEX in secondary care
Minimum number of assessments: 3 per six monthly review in ST1, 3 per six months in ST2 and 6 per six months in ST3.

Direct Observation of Procedural Skills (DOPS)
Candidates must be assessed in eight mandatory procedures and eleven optional procedures may also be attempted.

Multi-Source Feedback (MSF)
Two cycles must be completed in both ST1 (5 clinicians only) and ST3 (5 clinicians and 5 non-clinicians).

Patient Satisfaction Questionnaire (PSQ)
One cycle of 40 forms must be completed if the GPStR spends 12 months in primary care (in ST3). For GPStRs who spend more than 12 months in primary care a cycle should also be completed in ST1 or ST2 as appropriate.

There will also be evidence recorded through direct observation of the trainee by the trainer when in primary care and Clinical Supervisors’ Reports (CSR) whilst in secondary care.

Reference:
A Brief Guide to Workplace Based Assessment in the nMRCGP. September 2007. Published by The Royal College of General Practitioners. Appendix 1 Page 26