Evidence of learning in workplace-based assessments in a Family Medicine Training Programme

South African Family Practice

Field Value
Title Evidence of learning in workplace-based assessments in a Family Medicine Training Programme
Creator Erumeda, Neetha J. George, Ann Z. Jenkins, Louis S.
Subject Family medicine; district health system; primary care; primary health care; education assessment for learning; assessment of learning; formative assessments; workplace-based assessments; work-based learning; family physician; family medicine; learning portfolio
Description Background: Learning portfolios (LPs) provide evidence of workplace-based assessments (WPBAs) in clinical settings. The educational impact of LPs has been explored in high-income countries, but the use of portfolios and the types of assessments used for and of learning have not been adequately researched in sub-Saharan Africa. This study investigated the evidence of learning in registrars’ LPs and the influence of the training district and year of training on assessments.Methods: A cross-sectional study evaluated 18 Family Medicine registrars’ portfolios from study years 1–3 across five decentralised training sites affiliated with the University of the Witwatersrand. Descriptive statistics were calculated for the portfolio and quarterly assessment (QA) scores and self-reported clinical skills competence levels. The competence levels obtained from the portfolios and university records served as proxy measures for registrars’ knowledge and skills.Results: The total LP median scores ranged from 59.9 to 81.0, and QAs median scores from 61.4 to 67.3 across training years. The total LP median scores ranged from 62.1 to 83.5 and 62.0 to 67.5, respectively in QAs across training districts. Registrars’ competence levels across skill sets did not meet the required standards. Higher skills competence levels were reported in the women’s health, child health, emergency care, clinical administration and teaching and learning domains.Conclusion: The training district and training year influence workplace-based assessment (WPBA) effectiveness. Ongoing faculty development and registrar support are essential for WPBA.Contribution: This study contributes to the ongoing discussion of how to utilise WPBA in resource-constrained sub-Saharan settings.
Publisher AOSIS
Contributor Faculty Research Committee Individual Research Grants 2021 National Research Foundation of South Africa Grant No 12003
Date 2024-04-26
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Quantitative study
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/safp.v66i1.5850
Source South African Family Practice; Vol 66, No 1 (2024): Part 2; 15 pages 2078-6204 2078-6190
Language eng
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:

https://safpj.co.za/index.php/safpj/article/view/5850/8696 https://safpj.co.za/index.php/safpj/article/view/5850/8697 https://safpj.co.za/index.php/safpj/article/view/5850/8698 https://safpj.co.za/index.php/safpj/article/view/5850/8699
Coverage Africa; South Africa; Gauteng; North West; Johannesburg Metro district; Ekurhuleni district; West Rand district; Sedibeng district; Dr Kenneth Kaunda district January-February 2021 Registrar learning portfolios, university records
Rights Copyright (c) 2024 Neetha Joe Erumeda, Ann Zeta George, Louis Stander Jenkins https://creativecommons.org/licenses/by/4.0