Table 1.
Free-text responses from students regarding their experience with workplace-based assessment (WPBA) at UCLMS
| Free-text comments |
|---|
| Subjectivity of the assessment |
| ‘I have found that for a similar performance the mark I am given might vary between 6 and 10, depending on the assessing doctor, for example.’ Survey 2009–2010 |
| ‘The main problem is the numerical marking. There is no consistency between doctors, some give all 10s, others refuse to give more than a 6. I think they should be changed so the only grades are fail, pass, clear pass.’ Survey 2009–2010 |
| ‘They are so variable with which doctor is filling them out for you. Some doctors only give an average mark for everyone, some always a top mark.’ Survey 2010–2011 |
| Purpose of assessment (students believing WPBAs are summative) |
| ‘I feel that the fact that the forms are subjectively marked out of 10 and then used for end-of-year quartiles needs to be changed.’ Survey 2009–2010 |
| ‘My main gripe with these assessments is the fact that they contribute towards the end-of-year assessment score.’ Survey 2009–2010 |
| ‘The marks are very dependent on individual doctor's subjectivity, so I think they would be more useful used as a tool to guide student's learning during the year rather than count towards an end-of-year score.’ Survey 2010–2011 |
| Educational value of assessments |
| ‘They are seen by most as a necessity to get done before the end of the module, stressing most students out, rather than being used as a learning tool.’ Survey 2009–2010 |
| ‘Many a time, the doctors just give any mark without giving any proper feedback or teaching.’ Survey 2009–2010 |
| ‘I always found the verbal/written feedback far more useful, as it specifically stated which aspects were good and which needed improvement.’ Survey 2009–2010 |
| ‘Work-based assessments are a useful exercise (when done properly) to get personalised feedback in examination and presenting skills.’ Survey 2009–2010 |
| ‘The problem with these assessments is that while good in theory, in practice they are extremely variable. Some of the feedback I have got from some doctors has been invaluable, but some of the feedback is not helpful at all. It can be very generic and mentions nothing specific to work on. For instance remarks such as “practise more” aren't very helpful. I assume all students plan to practise more anyway, but perhaps a particular area of weakness to practise on would be better.’ Survey 2010–2011 |
| ‘My personal tutor in XXX was fantastic as he made me come every week to his office and present to him to get a CBD. That was time put aside for forms and so feedback was great. I think this would generally be a good way for all students to get forms done.’ Survey 2010–2011 |
| Attitude of assessor |
| ‘The forms are seen, seemingly, as an annoyance – especially by more senior staff’ Survey 2009–2010 |
| ‘Some assessors seem to want to do the bare minimum, box ticking to get rid of the student, without even properly reading the form’ Survey 2010–2011 |
| ‘I have received numerous CEXs for examining patients even though I did not do so under supervision.’ Survey 2009–2010 |
| ‘Many people fabricate high marks, which is really frustrating to those of us who don't.’ Survey 2010–2011 |