‘Showing the best version of yourself’: the importance of dynamic assessment for trainees undergoing workplace-based assessments (WPBAs) in postgraduate training

Workplace-based assessments (WPBAs) in postgraduate training may not always provide an accurate representation of a trainee’s capability to perform a given task, or a true measure of a trainee’s overall competence in clinical practice settings. This article describes how trainers can use a theory-driven and evidence-based intervention called dynamic assessment by providing an individual with the best opportunity to demonstrate a more accurate representation of their performance, and ultimately present the best version of themselves when undergoing an observed WPBA, such as a DOPS or MiniCEX. Dynamic assessment simultaneously combines educational support with assessment as the trainee undergoes the WPBA by using focussed questions as prompts to facilitate an individual trainee’s essential coordination of their motivational and thinking processes since this is often challenged during assessments. In addition, the response to the prompts can also provide trainers with information to inform specific feedback for informing future professional development.