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Operationalizing Programmatic Assessment: The CBME Programmatic Assessment Practice Guidelines.

Jessica V Rich1, Ulemu Luhanga2, Sue Fostaty Young3

  • 1J.V. Rich is an educational researcher, Postgraduate Medical Education, and adjunct assistant professor, Faculty of Education, Queen's University, Kingston, Ontario, Canada; ORCID: https://orcid.org/0000-0001-7409-559X .

Academic Medicine : Journal of the Association of American Medical Colleges
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PubMed
Summary
This summary is machine-generated.

New practice guidelines help implement programmatic assessment (PA) in competency-based medical education (CBME). These guidelines support trainees and faculty in developing and achieving competence through coordinated assessment strategies.

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Area of Science:

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

Background:

  • Assessing competence in medical education requires diverse assessment strategies and collaboration among trainees and faculty.
  • Implementing programmatic assessment (PA) within competency-based medical education (CBME) necessitates clear guidelines for stakeholders.

Purpose of the Study:

  • To develop comprehensive practice guidelines for programmatic assessment (PA) in competency-based medical education (CBME).
  • To provide accessible guidance for trainees and faculty on operationalizing PA.

Main Methods:

  • Developed the CBME Programmatic Assessment Practice Guidelines (PA Guidelines) using a multiphase, multimethod approach, informed by the Appraisal of Guidelines for Research and Evaluation II (AGREE II) framework.
  • Included internal stakeholder consultations and external expert review across four development phases (August 2016 - March 2020).
  • Created a user guide with a glossary and usage summaries for various postgraduate medical education (PGME) stakeholders.

Main Results:

  • Local stakeholders and external experts affirmed the PA Guidelines' potential for guiding the implementation and refinement of PA in CBME.
  • The guidelines are recognized for their utility for individual stakeholders, residency programs, and PGME institutions.
  • Since July 2020, the PA Guidelines have informed faculty and resident development at Queen's University, including online modules and workshops.

Conclusions:

  • The developed PA Guidelines offer a practical framework for operationalizing PA in CBME.
  • The guidelines and user guide have demonstrated initial utility in supporting faculty and resident development initiatives.
  • Further research is needed to evaluate the guidelines' broader acceptability and utility across diverse educational contexts.