HY So, LCN Chan, HS Lam, AKM Chan, WYK Chan, JCY Chow, KY Yeung, FWT Cheng

Abstract

Introduction: The Hong Kong College of Paediatricians launched workplace-based assessment (WBA) in July 2025 as part of its transition to competency-based medical education. To support this reform, the College conducted its first WBA trainer workshop in May 2025. This study evaluates the workshop's effectiveness in enhancing trainer readiness and explores implications for system-wide implementation. Methods: A mixed-methods design was adopted. Quantitative data were collected from 16 trainers using the CPD-Reaction Questionnaire, grounded in the Theory of Planned Behaviour and Triandis' theory, to measure changes in perceived capability, beliefs about consequences, moral norm, and social influence. Paired t-tests assessed pre-post differences. Post-workshop focus groups with 13 trainers were analysed thematically. Results: Quantitative analysis demonstrated a statistically significant increase in perceived capability (p<0.001). No significant changes were found in other domains, with high baseline scores suggesting ceiling effects. Qualitative analysis yielded four key themes: (1) educational drivers, including structured WBA frameworks, experiential learning, and peer-assisted learning; (2) determinants of intention to participate, including enhanced capability, perceived consequences, moral motivation, and lack of peer reinforcement; (3) unaddressed practical challenges; and (4) emergent system-level barriers, including trainee readiness, variation in trainer preparedness, time constraints, and the need for structured rollout planning, intercollegiate collaboration, and electronic documentation platforms. Conclusion: The workshop effectively strengthened trainer capability and surfaced implementation challenges requiring attention. Further progress will depend on longitudinal faculty development, trainee engagement through feedback literacy, supportive infrastructure (including an electronic platform), and strategies to build a critical mass of trained faculty aligned with Rogers' Diffusion of Innovations framework.