Table of Contents
Journal of Biomedical Education
Volume 2015, Article ID 615169, 8 pages
Research Article

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

1Rimba Dialysis Centre, Bandar Seri Begawan BE3119, Brunei Darussalam
2Department of Internal Medicine, RIPAS Hospital, Bandar Seri Begawan BE1518, Brunei Darussalam
3Department of Renal Medicine, Tan Tock Seng Hospital, 11 Jalan Tan Tock Seng, Singapore 308433
4Universiti Brunei Darussalam, Tungku Link Road, Bandar Seri Begawan BE1410, Brunei Darussalam

Received 27 October 2015; Revised 2 December 2015; Accepted 6 December 2015

Academic Editor: Terrence M. Shaneyfelt

Copyright © 2015 Jackson Tan et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Workplace based assessment (WPBA) is commonplace in postgraduate training in many countries but is not widely practised and established in Asia. The WPBA tools that are used by the local programme are Mini-Clinical Examination (Mini-CEX), Directly Observed Practical Skills (DOPSs), Multisource Feedback (MSF), and Case Based Discussion (CBD). This cross-sectional study utilised a questionnaire to obtain feedback from both assessors and trainees. Participants rated the tools on a 5-point scale on validity, reliability, feasibility, educational impact, and acceptability. 30 assessors and 23 trainees participated in the study. The percentages of adequate ratings given by trainees for validity, reliability, feasibility, educational impact, and acceptability were 100%, 99%, 91%, 100%, and 100%, respectively, for all tools. There was no difference in perceptions between trainees and assessors for all WPBA tools except MSF (). The common themes that have arisen suggested that applicability of WPBA could be affected by faculty development, endorsement from governing bodies, pervading cultural mindsets, and the complex relationships between doctors and patients; teachers and students; and educators and clinicians. The high level of satisfaction from our respondents indicates that WPBA can be successfully integrated in an Asian postgraduate training programme despite systemic, cultural, and language barriers.