Abstract:
BACKGROUND : South Africa (SA) is on the brink of implementing workplace-based assessments (WBA) in all medical
specialist training programmes in the country. Despite the fact that competency-based medical education (CBME)
has been in place for about two decades, WBA offers new and interesting challenges. The literature indicates that WBA
has resource, regulatory, educational and social complexities. Implementing WBA would therefore require a careful
approach to this complex challenge. To date, insufficient exploration of WBA practices, experiences, perceptions, and
aspirations in healthcare have been undertaken in South Africa or Africa. The aim of this study was to identify factors
that could impact WBA implementation from the perspectives of medical specialist educators. The outcomes being
reported are themes derived from reported potential barriers and enablers to WBA implementation in the SA context.
METHODS : This paper reports on the qualitative data generated from a mixed methods study that employed a parallel
convergent design, utilising a self-administered online questionnaire to collect data from participants. Data was
analysed thematically and inductively.
RESULTS : The themes that emerged were: Structural readiness for WBA; staff capacity to implement WBA; quality
assurance; and the social dynamics of WBA.
CONCLUSIONS : Participants demonstrated impressive levels of insight into their respective working environments,
producing an extensive list of barriers and enablers. Despite significant structural and social barriers, this cohort
perceives the impending implementation of WBA to be a positive development in registrar training in South Africa.
We make recommendations for future research, and to the medical specialist educational leaders in SA.
