Journal of Biomedical Education

Research Article

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

Table 2

Assessors’ perception of validity, reliability, feasibility, educational impact, and acceptability of WPBA (CBPD: Case Based Presentation and Discussion [], DOPS: Directly Observed Practical Skill [], Mini-CEX: Mini-Clinical Examination [], and MSF: Multisource Feedback []).
Principle/assessment toolsRatings
InadequateAdequate
V. poorPoorAverageGoodExcellent
(%)(%)(%)(%)(%)
Validity          
 CBPD0(0.0)0(0.0)6(26.1)11(47.8)6(26.1)
 DOPS0(0.0)0(0.0)4(18.2)13(59.1)5(22.7)
 Mini-CEX0(0.0)0(0.0)3(14.3)12(57.1)6(28.6)
 MSF0(0.0)3(10.7)14(50.0)9(32.1)2(7.1)
Reliability          
 CBPD0(0.0)0(0.0)6(26.1)13(56.5)4(17.4)
 DOPS0(0.0)0(0.0)11(50.0)10(45.5)1(4.5)
 Mini-CEX0(0.0)0(0.0)4(19.0)13(61.9)4(19.0)
 MSF2(7.1)5(17.9)12(42.9)9(32.1)0(0.0)
Feasibility          
 CBPD0(0.0)2(8.7)4(17.4)8(34.8)9(39.1)
 DOPS0(0.0)0(0.0)8(36.4)9(40.9)5(22.7)
 Mini-CEX0(0.0)0(0.0)6(28.6)11(52.4)4(19.0)
 MSF0(0.0)3(10.7)14(50.0)7(25.0)4(14.3)
Educational impact          
 CBPD0(0.0)0(0.0)3(13.0)7(30.4)13(56.5)
 DOPS0(0.0)0(0.0)5(22.7)13(59.1)4(18.2)
 Mini-CEX0(0.0)0(0.0)5(23.8)8(38.1)8(38.1)
 MSF0(0.0)6(21.4)10(35.7)7(25.0)5(17.9)
Acceptability          
 CBPD0(0.0)0(0.0)4(17.4)11(47.8)8(34.8)
 DOPS0(0.0)0(0.0)4(18.2)14(63.6)4(18.2)
 Mini-CEX0(0.0)0(0.0)4(19.0)12(57.1)5(23.8)
 MSF0(0.0)5(17.9)15(53.6)4(14.3)4(14.3)