PDF(Pubmed)
Abstract：
BACKGROUND: South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical specialist training programmes in the country. Despite the fact that competency-based medical education (CBME) has been in place for about two decades, WBA offers new and interesting challenges. The literature indicates that WBA has resource, regulatory, educational and social complexities. Implementing WBA would therefore require a careful approach to this complex challenge. To date, insufficient exploration of WBA practices, experiences, perceptions, and aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify factors that could impact WBA implementation from the perspectives of medical specialist educators. The outcomes being reported are themes derived from reported potential barriers and enablers to WBA implementation in the SA context.
METHODS: This paper reports on the qualitative data generated from a mixed methods study that employed a parallel convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was analysed thematically and inductively.
RESULTS: The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality assurance; and the social dynamics of WBA.
CONCLUSIONS: Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. We make recommendations for future research, and to the medical specialist educational leaders in SA.
METHODS: This paper reports on the qualitative data generated from a mixed methods study that employed a parallel convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was analysed thematically and inductively.
RESULTS: The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality assurance; and the social dynamics of WBA.
CONCLUSIONS: Participants demonstrated impressive levels of insight into their respective working environments, producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort perceives the impending implementation of WBA to be a positive development in registrar training in South Africa. We make recommendations for future research, and to the medical specialist educational leaders in SA.
摘要：
背景：南非（SA）正处于在该国所有医学专家培训计划中实施基于工作场所的评估（WBA）的边缘。尽管基于能力的医学教育（CBME）已经存在了大约二十年，WBA提供了新的和有趣的挑战。文献表明，WBA拥有资源，监管,教育和社会复杂性。因此，实施WBA将需要对这一复杂挑战采取谨慎的方法。迄今为止,对WBA实践的探索不足，经验,感知，南非或非洲已经实现了医疗保健的愿望。这项研究的目的是从医学专家教育者的角度确定可能影响WBA实施的因素。所报告的结果是源自所报告的在SA背景下实施WBA的潜在障碍和推动者的主题。
方法：本文报告了采用并行收敛设计的混合方法研究产生的定性数据，利用自我管理的在线问卷收集参与者的数据。对数据进行了主题和归纳分析。
结果：出现的主题是：WBA的结构准备；员工实施WBA的能力；质量保证；以及WBA的社会动态。
结论：参与者对各自的工作环境表现出令人印象深刻的洞察力，产生广泛的障碍和推动者列表。尽管存在重大的结构和社会障碍，该队列认为即将实施WBA是南非注册服务商培训的积极发展.我们为未来的研究提出建议，以及SA的医学专家教育领导者。
方法：本文报告了采用并行收敛设计的混合方法研究产生的定性数据，利用自我管理的在线问卷收集参与者的数据。对数据进行了主题和归纳分析。
结果：出现的主题是：WBA的结构准备；员工实施WBA的能力；质量保证；以及WBA的社会动态。
结论：参与者对各自的工作环境表现出令人印象深刻的洞察力，产生广泛的障碍和推动者列表。尽管存在重大的结构和社会障碍，该队列认为即将实施WBA是南非注册服务商培训的积极发展.我们为未来的研究提出建议，以及SA的医学专家教育领导者。
