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Related Experiment Video

Updated: May 8, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Programmatic assessment of competency-based workplace learning: when theory meets practice.

Harold G J Bok¹, Pim W Teunissen, Robert P Favier

¹Quality Improvement in Veterinary Education, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The Netherlands. G.J.Bok@uu.nl.

BMC Medical Education

|September 12, 2013

Summary

This summary is machine-generated.

Implementing programmatic assessment in medical education requires careful planning and faculty training. Integrating learning and assessment, while challenging, emphasizes feedback and competence development for better outcomes.

Related Experiment Videos

Last Updated: May 8, 2026

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

Area of Science:

Medical Education
Competency-Based Education
Assessment Theory

Background:

Shift towards learner-centeredness and sustained professional competence in medical education.
Need for new teaching and assessment methods aligned with competency-based education.
Advocacy for holistic, programmatic assessment to enhance learning, validity, and reliability.

Purpose of the Study:

To explore the interaction between programmatic assessment theories and educational practice in a competency-based curriculum.
To investigate the implementation of a theory-based assessment program.
To identify lessons learned from the experiences of students and clinical supervisors.

Main Methods:

A development study with quantitative evaluation data collection (April 2011-May 2012).
Group interviews with students and clinical supervisors to explore assessment program experiences.
Thematic analysis of interview transcripts to identify lessons learned.

Main Results:

Programmatic assessment integrates learning and assessment, motivating students to seek feedback.
Assessment instruments aligned with competencies facilitate structured information aggregation.
Formative assessments were perceived as summative by students; peer feedback was valuable.
Self-directed learning requires social interaction and external guidance; holistic portfolio judgments need trained judges.

Conclusions:

Implementing low-stakes programmatic assessment for formative feedback and summative decisions is challenging.
Careful preparation and guidance are crucial for successful implementation.
Effective assessment for learning necessitates meaningful feedback and faculty/student development.