There is increased responsibility for programs to demonstrate evidence of student learning and skill. Application of competency‐based education is delineated, including prior learning assessment and personalized learning. Implications such as awarding credit for experience in admissions or variable clinical training timelines and requirements are explored.

Despite the widespread need and clinical import ance of methadone dose assessment within UK addict ion services there are no empirical stud ies to support the process or outcome of anyone method. The main goal of assessm ent is to provide an adequate dose of methadone in order that other treatment goals can be achieved after stabilization. An excessive do se must be avoided in the interests of individual safety and to minim ise the risk of diversion of methadone on to the black market, and consequent public harm. A literature review reveals that methods of assessment vary considerably in their intensity of involvement of health professionals. Results of a recent national survey of assessment methods provides a summary of the current range of assessment methods used. An evaluation of two different assessment protocols is discussed in terms of service resource inputs and dependent variables such as client engagement. client percept ions, methadone dosage changes and other potential health gains .

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