Programmatic assessment: the process, rationale and evidence for modern evaluation approaches in medical education

Cees van der Vleuten, Iris Lindemann and Lisa Schmidt
Med J Aust 2018; 209 (9): . || doi: 10.5694/mja17.00926
Published online: 5 November 2018

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.

  • Cees van der Vleuten1
  • Iris Lindemann2
  • Lisa Schmidt2

  • 1 Maastricht University, Maastricht, Netherlands
  • 2 Flinders University, Adelaide, SA

Competing interests:

No relevant disclosures.


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