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Background <p>As paediatric postgraduate education in the UK is pivoting its structure to further align with an outcome-based training model, the perception of the feasibility, acceptability and learning impact of workplace-based assessments (WBAs) in this new curriculum structure needs to be understood. Neonatal intensive care training is an essential component of general paediatric training, and provides a markedly different learning environment than other paediatric specialities. This study aimed to uncover the perceptions of trainees and trainers on WBAs in this particular context.</p> Methods <p>An exploratory qualitative study was conducted, using semi-structured interviews of six trainees, and a semi-structured focus group with four trainers, in one UK hospital. Inductive thematic analysis was undertaken to tease out the main themes.</p> Results <p>Five main themes were identified: impact on learning, self-directed learning, approach to WBAs, acceptable learning and assessment tool in the neonatal intensive care unit (NICU), and feasibility of WBAs.</p> Conclusions <p>The findings of this study can inform the implementation of WBAs within the current structural curriculum in the paediatric postgraduate education in the UK, to ensure the WBAs remain meaningful and impactful, acceptable and feasible.</p>

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Workplace-based assessments for postgraduate training in neonatal intensive care unit – a qualitative study of the perceptions of trainers and trainees

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月17日

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  • Ayevbekpen Grace Okoye,
  • Camille A M Huser

摘要

Background

As paediatric postgraduate education in the UK is pivoting its structure to further align with an outcome-based training model, the perception of the feasibility, acceptability and learning impact of workplace-based assessments (WBAs) in this new curriculum structure needs to be understood. Neonatal intensive care training is an essential component of general paediatric training, and provides a markedly different learning environment than other paediatric specialities. This study aimed to uncover the perceptions of trainees and trainers on WBAs in this particular context.

Methods

An exploratory qualitative study was conducted, using semi-structured interviews of six trainees, and a semi-structured focus group with four trainers, in one UK hospital. Inductive thematic analysis was undertaken to tease out the main themes.

Results

Five main themes were identified: impact on learning, self-directed learning, approach to WBAs, acceptable learning and assessment tool in the neonatal intensive care unit (NICU), and feasibility of WBAs.

Conclusions

The findings of this study can inform the implementation of WBAs within the current structural curriculum in the paediatric postgraduate education in the UK, to ensure the WBAs remain meaningful and impactful, acceptable and feasible.