Table 4 Assessors’ and Postgraduate trainees’ feedback on introduction and execution of the WBA process in Postgraduate Chemical Pathology Residency Program

Assessors’ Responses

Lack of interest on residents part and their laid back attitude

Residents need to show some rigor as its for their own development

Changed the format of informal teaching to formal

Assessed on daily basis making them accountable, focused & dedicated.

A few Moodle related issue

Process should be made centrally operated through the department.

Two-way learning process. Always learned something new from the residents

Increased interaction with the faculty & opportunity to learn from their experience

Forms can be further modified with emphasis on lab medicine

Give some weightage to the process and add in residents PGME evaluation

Polished assessment skills

Will come in handy to ace the exit exam

Some difficulty in uploading teaching material on Moodle initially

Align WBA with Entrustable Professional Attributes

Efforts being documented

Whatever data is entered through WBA process can be used for logbooks entries

Themes Identified

Theme 1: Challenges that the PGs faced

Theme 2: How can the WBA process be improved?

Residents’

Responses

The targeted number of CBDs that were needed was biggest challenge.

The number needs to reduce as its practically impossible to fulfill the required number

Faculty were a little strict with evaluation which led to unsuccessful attempts.

Our WBA process should align with ones happening in international institutes.

Should be given more access on Moodle to work on weaknesses highlighted by faculty.

WBA evaluation should be given some weightage and incorporated in PGME’s half-yearly/yearly’s assessment.

Should be given enough access on Moodle to keep track of performance.

Moodle to be made more user friendly and encourage group discussions among residents when approaching a senior faculty for WBA.