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Navigating the discomfort dilemma in work-based assessment.

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Title: Navigating the discomfort dilemma in work-based assessment.
Authors: Eppich, Walter1 (AUTHOR) w.eppich@unimelb.edu.au, Bearman, Margaret2 (AUTHOR)
Source: Medical Teacher. Dec2025, Vol. 47 Issue 12, p1895-1902. 8p.
Subject Terms: *Self-evaluation, *Medical education, *Internship programs, *Educational tests & measurements, *Masters programs (Higher education), Medical logic, Supervision of employees, Work capacity evaluation, Psychological distress, Psychological stress
Abstract: This conceptual paper reflects on the role of discomfort in work-based assessment based on a joint keynote address at the 2025 MedEd on the Edge conference. The authors draw together findings from several of their own qualitative studies and locate this integration in the broader literature. They consider when and how discomfort can be either productive or unproductive during work-based assessment and how supervisors and trainees contribute to it. To illustrate key considerations, short quotes from their published qualitative data are embedded throughout to add richness to these concepts and, more importantly, give health professional trainees their due 'voice' in this important discourse. In doing so, the authors expand the traditional conceptualisations of WBA to include informal moments of appraisal and explore the role of self-assessment in transformative learning. Finally, tangible guidance is provided for clinical educators in their interaction with clinical trainees. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Navigating the discomfort dilemma in work-based assessment.
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  Data: <searchLink fieldCode="AR" term="%22Eppich%2C+Walter%22">Eppich, Walter</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> w.eppich@unimelb.edu.au</i><br /><searchLink fieldCode="AR" term="%22Bearman%2C+Margaret%22">Bearman, Margaret</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Medical+Teacher%22">Medical Teacher</searchLink>. Dec2025, Vol. 47 Issue 12, p1895-1902. 8p.
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  Data: *<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Medical+education%22">Medical education</searchLink><br />*<searchLink fieldCode="DE" term="%22Internship+programs%22">Internship programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Masters+programs+%28Higher+education%29%22">Masters programs (Higher education)</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+logic%22">Medical logic</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision+of+employees%22">Supervision of employees</searchLink><br /><searchLink fieldCode="DE" term="%22Work+capacity+evaluation%22">Work capacity evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+distress%22">Psychological distress</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink>
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  Data: This conceptual paper reflects on the role of discomfort in work-based assessment based on a joint keynote address at the 2025 MedEd on the Edge conference. The authors draw together findings from several of their own qualitative studies and locate this integration in the broader literature. They consider when and how discomfort can be either productive or unproductive during work-based assessment and how supervisors and trainees contribute to it. To illustrate key considerations, short quotes from their published qualitative data are embedded throughout to add richness to these concepts and, more importantly, give health professional trainees their due 'voice' in this important discourse. In doing so, the authors expand the traditional conceptualisations of WBA to include informal moments of appraisal and explore the role of self-assessment in transformative learning. Finally, tangible guidance is provided for clinical educators in their interaction with clinical trainees. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=190208057
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        Value: 10.1080/0142159X.2025.2570809
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      – Code: eng
        Text: English
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      – SubjectFull: Internship programs
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      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Masters programs (Higher education)
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      – SubjectFull: Medical logic
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      – SubjectFull: Supervision of employees
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      – SubjectFull: Work capacity evaluation
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      – SubjectFull: Psychological distress
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      – SubjectFull: Psychological stress
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            – D: 01
              M: 12
              Text: Dec2025
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