Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education

Cees van der Vleuten, Iris Lindemann, Lisa Schmidt

Research output: Contribution to journalArticlepeer-review

30 Citations (Scopus)

Abstract

Learners in a programmatic assessment environment make better use of feedback

Common approaches to the assessment of competence in undergraduate and post-graduate medicine are modular — each module is completed with an assessment at the end, often resulting in a grade. Learners are passed for that module when they exceed a minimum passing level. Completing all modules results in graduation under the assumption that combining, often disparate, modules in this way assures entrustment to professional practice or ongoing training.

This traditional summative approach to assessment has been perceived to have many disadvantages: encouraging poor learning styles, particularly shallow or rote learning;1 unwanted effects such as “grade hunting”; and learners consistently barely exceeding the pass mark...
Original languageEnglish
Pages (from-to)386-388
Number of pages3
JournalMedical Journal of Australia
Volume209
Issue number9
DOIs
Publication statusPublished - Nov 2018

Keywords

  • Clinical competence
  • Education, graduate
  • Education, premedical
  • Education, public health
  • Educational measurement

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