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.
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