The introduction of workplace-based assessments (WPBA) in postgraduate medical education represents a significant shift in the culture of assessing trainees. Trainees are keen to obtain clear and detailed information about how to undertake WPBA and what is expected of them. There is also an unfortunate sense of having to ‘pass’ the required WPBA that means they gain the flavour of an examination, whereas the true value of WPBA lies in their ability to identify areas for improvement and support feedback that results in the development of an appropriate learning plan.

It is little surprise that a book has been written about surviving WPBA. In a similar way to MRCPsych examination books, this book may be used by trainees to reduce anxiety and uncertainty. However, such associations with examinations are actually the book's downfall. Indeed, it is admitted in the preface that it was originally written for preparing for the long case and this is clearly evident from the text. The tasks for mini-ACEs are akin to the observed interview tasks of the old Part 2 examination. The advice on using the specific WPBA tools can be found in more detail in guidance on the College website (www.rcpsych.ac.uk/Docs/BriefguidecurrpsychAug08%20%5B2%5D.doc). The book lacks discussion of important practical issues such as ensuring different WPBA tools are used to assess a range of clinical situations and skills or integrating the assessments into an individual learning plan.

I fear this book does not offer enough answers to the questions that trainees have about WPBA. However, as an aide-memoire for clinical assessment and management it is a good resource. I would have found it useful when I was preparing for the now departed long case examination. It succeeds in dealing with the acquisition of basic psychiatric skills, and essentially these skills are what are required for successful completion of WPBA. Unfortunately, it is disappointing in addressing the unique and important challenges of undertaking WPBA on the ground.