1. The Future of Workplace Based Assessment
Pauline Foreman
Chief Examiner RCGP

3. The MRCGP Tripos MRCGP is the licensing assessment for UK GP
Running in its current format for 10 years this year
Blueprinted to the GP curriculum which is vast 3 components
AKT ST2 onwards
CSA ST3 onwards
WPBA runs throughout our very short 3 year training programme
By exit trainees have to demonstrate that they are competent in 13 competency areas
On average Max 18 months spent in GP half of the training programme spent in secondary care posts with clinical supervision by secondary care supervisors

4. Purpose of WPBA
Provides a framework for evaluating a doctor’s progress in those areas of professional practice best tested within the workplace
Utilises multiple professional judgments and tools to develop a longitudinal view of a doctor’s performance
Primarily an assessment for learning
WPBA has a huge number of theoretical advantages/strengths as an assessment method
It assesses at the top level of Miller’s pyramid what trainees are actually doing in practice & has huge face validity

5. Strengths
Encourages structured observations of trainee’s performance in the work place
Provides constructive feedback on areas of strength and developmental needs, identifying trainees who may be in difficulty
Promotes reflective practice
What’s not to like?
There can be a disconnect between theory & practice
In reality the experience can be less than satisfactory for both trainees and trainers

7. Issues Picking up trainees in difficulty at an early stage of training
Assessment burden
Lack of engagement

8. The Future GPCs Focus of assessment will be in WPBA
On GPCs most commonly associated with fitness to practice issues
Common language/assessment framework for all specialties
SCAR
Curricula & assessments will be outcomes based
Focus on expert professional judgments
Focus on Entrustable Professional Activities (EPAs)=Unit of Professional Practice that can be entrusted to a sufficiently competent learner

9. FTP Acting with honesty and integrity Leadership and team working
Communication and interpersonal skills  
Patient safety and quality improvement

10. EPAs vs Competencies

11. The Culture
Ensure assessments provide useful information about a trainee’s progress.
Right tools, right context, right judgments
Look at outcomes/differential attainment (ITAP)
Enhance training & benchmarking of assessors
Engage trainees and assessors
New developments/implementation
Recognise the value of supportive training relationships
Allow time for training

12. Ensure that this wonderful method of assessment reaches it’s full potential
And that we reconnecting learning & assessment