Workplace-based assessment in the era of competency based medical education: Perception and experiences as a medical teacher

Context: Workplace-based assessment (WPBA) is an essential component of competency-based assessment addressing the “does” level. The study was planned to understand the perceptions and experiences of medical faculties with WPBA for its formal adoption under CBME. Aim: To obtain faculty perceptions and their experiences with WPBA as a medical educator. Settings and Design: A cross-sectional survey was conducted as a part of an online web discussion on WPBA among 38 faculties. Materials and Methods: The information was collected through an online semi-structured questionnaire and data were analyzed using percentages, proportions, and themes. Results: The majority were 31–50 years, females and professors. Directly observed procedural skills (DOPS), case-based discussion (CBD), and logbooks were commonly used tools. The challenges in WPBA practice were hesitancy, time constraints, lack of resources, complexity of tools, and pandemic situation. Conclusions: practice of WPBA tools was perceived positively, however a huge gap was noticed between knowledge and practice of WPBA tools.