Key considerations in planning and designing programmatic assessment in competency-based medical education

Area of Science:

• Medical Education
• Assessment in Healthcare
• Competency-Based Medical Education (CBME)

Background:

• Programmatic assessment is a novel concept in clinical education, creating a gap between academic theory and practical application.
• Front-line clinical educators need clear guidance for implementing programmatic assessment in Competency-Based Medical Education (CBME) programs.

Purpose of the Study:

• To define programmatic assessment and provide high-level guidelines for its implementation in CBME.
• To offer a practical guide for clinical educators in designing or redesigning assessment programs.
• To dispel common myths surrounding programmatic assessment.

Main Methods:

• Literature review and lessons learned from established programmatic assessment approaches.
• Articulation of five key steps for implementing programmatic assessment in CBME.
• Emphasis on tailoring assessment systems to unique program contexts.

Main Results:

• Defined programmatic assessment as a system, not a one-size-fits-all solution.
• Presented five implementation steps: purpose, content, tools, stakes, and data interpretation.
• Highlighted the need for bespoke models developed by individual programs.

Conclusions:

• Programmatic assessment requires careful planning and application of common principles to create individualized systems.
• Effective implementation in CBME relies on adapting guidelines to specific educational contexts.
• This framework supports educators in developing robust and context-appropriate assessment strategies.