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Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study.

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Programmatic assessment (PA) enhances supervisor-student relationships and learning environments by prioritizing feedback over high-stakes decisions. Supervisors value input and trust within this competency-based assessment (CBA) model.

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Area of Science:

  • Medical Education
  • Assessment in Health Professions Education

Background:

  • Programmatic assessment (PA) is gaining traction in competency-based assessment (CBA).
  • Limited evidence exists on its evaluation, particularly regarding supervisor perspectives.
  • Understanding supervisor attitudes is crucial for successful PA implementation.

Purpose of the Study:

  • To explore supervisor attitudes towards a novel PA approach before and after its implementation.
  • To identify factors influencing supervisor engagement with PA.

Main Methods:

  • A sequential explanatory mixed methods design was employed.
  • Phase one involved a survey to gauge initial perspectives on PA and CBA.
  • Phase two used focus groups, informed by survey results, for in-depth attitude exploration.

Main Results:

  • PA improved supervisor-student relationships by reducing high-stakes pressure, fostering feedback and teaching.
  • Supervisors desired value and input in PA, viewing assessment as significant.
  • Trust, conceptualized as a supervisor-student-university triad, was key to PA engagement.
  • Supervisors often learned PA experientially, with student support, indicating a need for training.

Conclusions:

  • Supervisors showed high agreement with PA and CBA principles, suggesting openness to educational change.
  • Further research should investigate all stakeholder experiences.
  • Cultural and worldview influences on assessment initiatives require deeper understanding.