A Six-Step Framework to Structure Workplace-Based Assessment as a Learning Encounter in Postgraduate Medical Education

Background Workplace-based assessment (WBA) is a cornerstone of competency-based medical education, yet in practice it is often reduced to a tick-box exercise. This tendency stems from its perception as an examination or requirement rather than a learning opportunity, which limits its educational value. Programmatic assessment offers a solution by positioning each WBA as a learning encounter that contributes to longitudinal judgement. However, many trainers and trainees remain uncertain about how to structure assessment interactions, foster feedback dialogue, and support reflection. This underscores the need for a practical framework to operationalise programmatic assessment in clinical settings. Methods We used a design-based research methodology to develop a six-step framework for structuring workplace-based assessments as learning encounters. The initial design drew on feedback strategies from simulation-based education and was refined over three years through ten faculty development workshops across postgraduate training programmes. Iterative improvements were shaped by practitioner input and aligned with educational theories including feedback literacy, self-directed learning, psychological safety, double-loop learning, and instructional design. Mixed-methods evaluation, including participant surveys and focus groups embedded in the workshops assessed its perceived educational utility. Results The outcome of this design process is a six-step framework to structure formative WBA encounters. The six steps are: (1) learner initiation to promote ownership, (2) structured pre-briefing to establish safety and shared purpose, (3) observation of performance in authentic contexts, (4) debriefing through structured feedback dialogue, (5) collaborative action planning using SMART goals, and (6) documentation to support continuity and programmatic use. Each step is theoretically grounded and intended to scaffold meaningful learning conversations in the workplace. Feedback from participants in mixed-methods evaluations indicated that the framework improved the clarity, relevance, and engagement of WBA encounters, and helped shift perceptions from administrative task to educational opportunity. Conclusions This six-step framework provides a theory-informed and practice-tested approach to enhance formative workplace-based assessment. It enables educators and trainees to enact the principles of programmatic assessment through structured, learner-centred interactions that support self-directed learning, reflection, and feedback-informed development. The framework is adaptable across specialties and clinical settings and may contribute to more educationally meaningful use of WBA in postgraduate medical education. Trial Registration Not applicable.