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Related Experiment Video

Updated: Jun 4, 2026

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Twelve tips for building institutional readiness for program-level assessment transformation.

Diana Saragi Turnip¹, Gary Velan², Patsie Polly³

¹Nexus Educational Developer, Faculty of Medicine & Health, University of New South Wales, Sydney, Australia.

Medical Teacher

|June 3, 2026

Summary

This summary is machine-generated.

Health professions education needs institutional readiness for successful program-level assessment transformation. This study offers practical tips across four domains to guide sustainable implementation.

Keywords:

Program-level assessment assessment transformation institutional readiness

More Related Videos

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

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Last Updated: Jun 4, 2026

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time

Published on: February 19, 2021

Using Learning Outcome Measures to assess Doctoral Nursing Education

Using Learning Outcome Measures to assess Doctoral Nursing Education

Published on: June 21, 2010

Area of Science:

Health Professions Education
Organizational Psychology

Background:

Program-level assessment is crucial for curriculum coherence and learning assurance in health professions education.
Sustainable transformation requires systematic development of institutional conditions, not just assessment design.

Purpose of the Study:

To position institutional readiness as central to successful program-level assessment transformation.
To provide actionable guidance for diagnosing, sequencing, and sustaining assessment transformation.

Main Methods:

Drawing on organizational readiness theory, conceptualizing readiness as shared commitment and efficacy.
Proposing twelve practical tips organized across structural, cultural, pedagogical, and evaluative domains.
Utilizing a developmental continuum for staged implementation guidance.

Main Results:

A framework operationalizing readiness theory into practical steps for assessment transformation.
Twelve tips are provided to address institutional readiness across four key domains.
Guidance supports a staged approach to implementing program-level assessment.

Conclusions:

Institutional readiness is a critical, often overlooked, factor for sustainable program-level assessment reform.
The proposed framework and tips offer a practical roadmap for health professions education institutions.
Systematic development of readiness is essential for effective and lasting assessment changes.