employing workplace-based assessment as a tool to facilitate learning by strengthening the feedback component

Workplace-based assessments (wpba) have been recommended in both undergraduate andpostgraduate courses. wpba tools assess the “does” level in miller’s framework for assessingclinical competence. in this perspective, we focus on the rationale for and effective use ofwpba tools as part of formative assessment and feedback for learners. wpba tools are aneffective approach to facilitate learning because they ensure that the content of the trainingprogram, the intended competencies, and the assessment align with each other.the learning during the use of wpba occurs via feedback offered to students; it predominantlyinforms the students about their progress and the areas in which more focus is required.moreover, the feedback plays an important role in motivating students to continue learningand advises them on how their learning can be expedited, including the use of appropriateresources. in conclusion, workplace-based assessment tools in medical training should be usednot only to conduct an authentic assessment but to also facilitate learning among students.the process of learning is facilitated by giving timely feedback in alignment with the students’needs, and all faculty members should be encouraged to use the opportunity of assessment forthe benefit of students.