Learners in a programmatic assessment environment make better use of feedback
Common approaches to the assessment of competence in undergraduate and post-graduate medicine are modular — each module is completed with an assessment at the end, often resulting in a grade. Learners are passed for that module when they exceed a minimum passing level. Completing all modules results in graduation under the assumption that combining, often disparate, modules in this way assures entrustment to professional practice or ongoing training.
The full article is accessible to AMA members and paid subscribers. Login to read more or purchase a subscription now.
Please note: institutional and Research4Life access to the MJA is now provided through Wiley Online Library.
No relevant disclosures.