Implementing programmatic assessment: Bridging the gap between theory and practice

Project description

Programmatic assessment is an instructional approach, where the assessment purpose requires the alternation between assessments for learning (or low-stakes assessments) and assessments of learning (high-stakes).

Low-stakes assessments are intended to support trainees’ further development, while high-stakes assessments are used to take decisions on trainees’ progression, based on aggregated information. By combining assessment stakes in a continuum, PA aspires to create a fit-for-purpose approach, integrating both the learning and decision-making purpose of assessment.

Although literature on PA has dominated medical education research, early implementation evidence indicates barriers. Alternating the assessment stakes, along with difficulties to engage workplace stakeholders, namely trainees and trainers, posit challenges to PA, when it is applied in practice. Therefore, designing and implementing a PA framework that aligns with stakeholders' needs is crucial for enhancing assessment practices in postgraduate medical education. Such stakeholder-centric PA framework can help bridge the gap between theoretical knowledge and practical application, ensuring that the assessment process fulfils its dual purpose.

This PhD project added to the current literature on PA by describing a stepwise design and implementation process. Each chapter of this dissertation delineates the stepwise process of implementing PA, by not only outlining the necessary steps, but also by offering profound insights into curriculum planning and process evaluation, aimed at fostering sustainable and enduring results.