Workplace Based Assessment in an Asian Context: Trainees’ and Trainers’ Perception of Validity, Reliability, Feasibility, Acceptability, and Educational Impact

Table 4

Themes from qualitative feedback.

Themes	Description
Faculty development	The need to have champions and extended faculty
Endorsement from higher authorities	Requirements to implement WPBA and support (financial/clerical/time) given to faculty members
Changing pervading cultural teaching perspectives	Shift teaching mindsets from knowledge-based to competence-based
Teacher-student relationship	Changing the typical Asian hierarchical mentality with more focus on individual rather than group teaching and feedback
Doctor-patient relationship	Developing a partnership rather than paternalistic relationship with patients
Educationalist-clinician relationship	Allow intertwining roles through collaborations with universities and hospitals