• Laima Alam, Mafaza Alam, Muhammad Najm-Ul-Hasan Shafi, Shaista Khan, and Zahid Mehmood Khan.
• Laima Alam, FCPS Gastroenterology, MRCP (UK), Bahria Town International Hospital, Rawalpindi, Pakistan.
• Pak J Med Sci. 2022 May 1; 38 (5): 1132-1137.

ObjectivesTo analyze the systems and tools involved in assessment of skill procurement and demonstrating workplace skills in postgraduate medical training.MethodsThis cross-sectional survey was carried out by enrolling trainee doctors currently working in Medical, Surgical, Dental and Allied specialties of the country by sending a validated and piloted questionnaire through email. Data collection was done from 20th April to 20th May 2021. Data was analysed using SPSS v. 21.0.ResultsA total of 351 completed responses were received from 10 major cities of the country. Multiple aspects of entry-into-training, in-training and end-of-training evaluation showed poor correlation with the required training goals. A comparison of assessment for entry-into-supervised training (FCPS-I) versus independent practice (FCPS-II) showed a dismal situation regarding assessing affective skills like leadership, teamwork, coping with pressure and self-awareness. The concept of maintaining portfolios was completely alien to the trainees and the assessment tools used for demonstrating workplace skills were outdated. The lack of a continuous, periodic and balanced assessment (65%); detailed feedback (61.5%); fair exams (59%); variability in scoring system (58%) and professionalism of the examiners (57.5%) were the most frequently selected perceived flaws in the assessment system by the participants.ConclusionThere are multiple lacunae regarding competency-based assessment systems in our training programs and a massive scope for improvement. Assessment systems should be implemented as continuous process of learning, self-reflection, feedback and revalidation throughout the training tenure at regular and multiple points.Copyright: © Pakistan Journal of Medical Sciences.

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