Picture this: a trainee spends more time filling out assessment forms than actually performing procedures, and the trainer feels like they’re constantly policing paperwork instead of teaching. This scenario is all too common in EPA-based programs: trainers and institutions often try to assess every aspect of a training program through formal assessment. The intention is understandable: ensuring that trainees demonstrate their competencies with clear evidence. But too much emphasis on documentation can actually hinder learning. As a trainer you need to find the right balance between assessment and informal learning. Why is this important?
The danger of over-documentation
When everything has to be formally assessed, the focus shifts. Trainees may aim to get as many workplace based assessments signed off as possible, rather than using them as real learning moments. They might rush through assessments instead of asking for feedback that helps them improve.
Over time, this can also affect the learning culture. Trainers may feel like they constantly have to prove every decision with documentation, rather than relying on their professional judgment. And trainees might feel like they’re always being checked, instead of being supported.
So, how do we avoid this? Let’s look at a few best practices that can help you strike the right balance, between structured assessment and trust in everyday learning.
1. Use workplace-based assessments for key learning moments
Workplace-based assessments should be used as structured feedback tools rather than mandatory documentation for every single skill. They are most valuable when applied to situations where trainees need targeted feedback, rather than as routine checkboxes for all clinical tasks.
Instead of requiring workplace based assessments for every routine task, trainers should focus on procedures where trainees face new challenges or are transitioning toward greater independence. This way, workplace based assessments become tools for development, not just tracking mechanisms.
2. Be flexible in making decisions
Workplace-based assessments provide helpful input, but they’re not the whole story. It’s important that experienced trainers feel confident using their clinical judgment when deciding if a trainee is ready for more responsibility. After all, they see the day-to-day performance, not just what’s documented.
That’s where competence committees come in. Their job is to bring everything together: workplace based assessments data, reflections, and those on-the-ground insights from trainers.
Take this example: a trainee might consistently perform well and show they’re ready for more independence, even if not every EPA is fully documented yet. The committee can look at the full picture and make a decision that’s both informed and realistic.
3. Create a culture of trust and meaningful feedback
A strong EPA-based program is built on open feedback and shared responsibility. That starts with setting clear expectations: trainees are expected to ask for feedback, and trainers should feel free to give it, without always needing a form to do so.
That’s why it’s so important to make feedback feel normal from day one. When trainees understand that feedback is part of learning, not something to be afraid of, they’re more likely to welcome it and grow from it.
Here are a few practical ways to build that culture:
1. Encourage trainees to set learning goals and actively ask for feedback. Tip: download our effective feedback guide to help structure feedback conversations in a clear and meaningful way
2. Make regular check-ins between trainers and trainee part of the routine.
3. Celebrate trainers who champion learning in the workplace. Whether it’s highlighting their efforts in team meetings or awarding a playful “Workplace-Based Assessment Trophy” at the end of the month, what matters most is that their contribution is recognized and appreciated.
Conclusion
EPA-based medical education works best when assessment and trust go hand in hand. Instead of chasing endless checkboxes, focus on meaningful feedback, strategic workplace-based assessments, and the professional judgment of trainers. By creating a culture where feedback is normal, learning is valued, and trust is central, trainees can grow confidently and independently. At the end of the day, it’s not about how many forms are signed: it’s about the quality of learning, the confidence of your trainees, and the trust that makes true competence possible.
