Programmatic Assessment in Health Professions Education

Lindemann, Iris; Ash, Julie; Orrell, Janice

doi:10.1007/978-981-13-6106-7_79-1

Cited by 1 publication

(1 citation statement)

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“…According to the programmatic approach, high-stake decisions on student progression in attainment of particular competencies must be informed by multiple data points ( Lindemann et al , 2021 ). Following the current trends, educational institutions often decide on using a competency framework as an overarching structure in their assessment system ( Bok et al , 2018 ; Upadhyaya et al , 2021 ; Van Melle et al , 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Operationalizing competency-based assessment: Contextualizing for cultural and gender divides

Ahmed,

Shersad,

Ziganshina

et al. 2023

MedEdPublish

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Following current trends, educational institutions often decide to use a competency framework as an overarching structure in their assessment system. Despite the presence of a common understanding of how different examinations can contribute to the decision on attaining a particular competency, a detailed mapping of the data points appears to be a challenging area that remains to be explored. Faced with the newly emerged task of introducing the assessment of the attainment of UAE medical students against the EmiratesMEDs competency framework, Dubai Medical College for Girls (DMCG) attempted to operationalise the designed concept in the assessment system considering the cultural and gender divide. We believe that health professionals who attempt to implement contextualized competency-based assessment could benefit from being acquainted with our experience.  The article offers a step-by-step guide on contextualized competency assessment operationalization, describing building the team, working with consultants and faculty development, estimating institutional assessment capacity, mapping and operationalizing the maps by using both human recourses and the software. We also offer the readers the list of enabling factors and introduce the scope of limitations in the process of developing the competency-based assessment system. We believe that following the present guide can allow educators to operationalize competency-based assessment in any context with respect to local culture and traditions.

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