A novel programmatic assessment model set in primary and secondary clinical settings: perceptions of teachers and...

Programmatic assessment is being increasingly used in medical education with an expanding evidence base. The aim of the study was to explore student and teacher perspectives of a novel clinical, programmatic assessment model set within a Longitudinal Integrated Clerkship (LIC) across both primary and secondary care settings.

An explorative, interpretative approach was taken to explore participants' views and experiences of the assessments, including focus groups of undergraduate medical students and interviews of faculty.

A total of 14 students participated in two focus groups and nine faculty members were interviewed: four based in primary care and five in secondary care. In general, the new assessment model was perceived by teachers and students to be a positive step, with both benefits and challenges highlighted. Three key themes emerged: the impact on student well-being was complex and variable; predominantly positive attitudes towards programmatic assessment; and challenges of exam practicalities.

Our study has explored student and teachers' views of a novel, clinical, programmatic assessment; both sets of participants generally valued increased opportunities for feedback and positive impacts on well-being due to the reduced stress of lower-stakes assessments. However, there was some acknowledgement that it 'spread the stress' throughout the clinical year and that there were some challenges related to the introduction of a new form of assessment. We would commend this and similar forms of programmatic assessment to colleagues in other undergraduate healthcare professional institutions.