We developed an instrument to investigate supervisors intention to perform direct observations. In applying the TPB, we transfer a psychological theory to medical education to get insight in the influence of cognitive and emotional processes on intentions to use direct observations in workplace based learning and assessment. We conducted an exploratory quantitative study, using the Theory of Planned Behaviour (TPB) as our theoretical framework. A better understanding of how these multiple factors interact to influence supervisors’ intention to perform direct observations may help us to more effectively implement the aforementioned guidelines and increase the frequency of direct observations. Supervisors may not only experience practical and socio-cultural barriers to direct observations in healthcare settings, they may also question usefulness or have low perceived self-efficacy in performing direct observations.

Although formal guidelines require supervisors to engage in direct observations, research demonstrates that trainees are infrequently observed. Direct observation of clinical task performance plays a pivotal role in competency-based medical education.

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