• Siu Pan Cho, David Parry, and Winnie Wade.
• Royal College of Physicians, London, UK.
• Clin Med (Lond). 2014 Dec 1; 14 (6): 577584577-84.

AbstractA 12-month pilot was carried out on assessments for learning and assessments of learning as part of workplace-based assessments in postgraduate medical education. This was carried out in three regions and core medical trainees and higher specialty medical trainees participated. Focus groups and questionnaires were utilised to investigate the trainees' and trainers' experiences and perceptions of assessments for learning. The study demonstrated that the trainees and trainers perceived the newly introduced assessments for learning--supervised learning events (SLEs)--as learning tools. However, SLEs were often undertaken with no previous organisation and with no direct observation, regardless of the underlying purposes and methods of the WPBAs. There was a lack of, or delayed or non-specific, feedback following SLEs, which would have impeded its educational value. Trainee and trainer disengagement was one of the contributing factors. These findings are valuable in informing and facilitating future successful implementation of assessments for learning.© 2014 Royal College of Physicians.

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