School of Health Professions Education, Department of Educational Development and Research, Maastricht University, Maastricht, The Netherlands.
Department of Medicine, Uniformed Services, University of the Health Sciences, Bethesda, MD, USA.
Perspect Med Educ. 2021 Jan;10(1):6-13. doi: 10.1007/s40037-020-00625-w. Epub 2020 Oct 21.
Programmatic assessment was introduced as an approach to design assessment programmes with the aim to simultaneously optimize the decision-making and learning function of assessment. An integrative review was conducted to review and synthesize results from studies investigating programmatic assessment in health care professions education in practice.
The authors systematically searched PubMed, Web of Science, and ERIC to identify studies published since 2005 that reported empirical data on programmatic assessment. Characteristics of the included studies were extracted and synthesized, using descriptive statistics and thematic analysis.
Twenty-seven studies were included, which used quantitative methods (n = 10), qualitative methods (n = 12) or mixed methods (n = 5). Most studies were conducted in clinical settings (77.8%). Programmatic assessment was found to enable meaningful triangulation for robust decision-making and used as a catalyst for learning. However, several problems were identified, including overload in assessment information and the associated workload, counterproductive impact of using strict requirements and summative signals, lack of a shared understanding of the nature and purpose of programmatic assessment, and lack of supportive interpersonal relationships. Thematic analysis revealed that the success and challenges of programmatic assessment were best understood by the interplay between quantity and quality of assessment information, and the influence of social and personal aspects on assessment perceptions.
Although some of the evidence may seem compelling to support the effectiveness of programmatic assessment in practice, tensions will emerge when simultaneously stimulating the development of competencies and assessing its result. The identified factors and inferred strategies provide guidance for navigating these tensions.
方案评估被引入作为一种设计评估方案的方法，旨在同时优化评估的决策和学习功能。本研究进行了一项综合回顾，以综述和综合评估医疗保健专业教育实践中方案评估的研究结果。
作者系统地检索了 PubMed、Web of Science 和 ERIC，以确定自 2005 年以来发表的报告方案评估经验数据的研究。使用描述性统计和主题分析提取并综合了纳入研究的特征。
共纳入 27 项研究，其中使用定量方法（n=10）、定性方法（n=12）或混合方法（n=5）。大多数研究在临床环境中进行（77.8%）。方案评估被发现能够进行有意义的三角测量，以做出稳健的决策，并用作学习的催化剂。然而，也发现了一些问题，包括评估信息过载和相关工作量、使用严格要求和总结性信号的反作用、对方案评估性质和目的缺乏共同理解，以及缺乏支持性的人际关系。主题分析表明，方案评估的成功和挑战可以通过评估信息的数量和质量之间的相互作用以及社会和个人因素对评估感知的影响来更好地理解。
尽管一些证据似乎令人信服地支持了方案评估在实践中的有效性，但当同时刺激能力发展和评估其结果时，就会出现紧张局势。确定的因素和推断的策略为应对这些紧张局势提供了指导。
