Osborne Kristy C, Barbagallo Cathryn, Aldaoud Ammar, Guille Jennifer, Campbell Andrew, Anderson Megan, Pearce Jacob
Education Research, Policy and Development Division, Australian Council for Educational Research, Camberwell, VIC, Australia.
National Training Education and Assessment Program, Australasian College of Physical Scientists and Engineers in Medicine, Mascot, NSW, Australia.
J Med Educ Curric Dev. 2024 Sep 5;11:23821205241271539. doi: 10.1177/23821205241271539. eCollection 2024 Jan-Dec.
Programmatic assessment approaches can be extended to the design of allied health professions training, to enhance the learning of trainees. The Australasian College of Physical Scientists and Engineers in Medicine worked with assessment specialists at the Australian Council for Educational Research and Amplexa Consulting, to revise their medical physics and radiopharmaceutical science training programs. One of the central aims of the revisions was to produce a training program that provides standardized training support to their registrars throughout the 3 years, better supporting their registrars to successfully complete the program in the time frame through providing timely and constructive feedback on the registrar's progression.
We used the principles of programmatic assessment to revise the assessment methods and progression decisions in the three training programs.
We revised the 3-year training programs for diagnostic imaging medical physics, radiation oncology medical physics and radiopharmaceutical science in Australia and New Zealand, incorporating clear stages of training and associated progression points.
We discuss the advantages and difficulties that have arisen with this implementation. We found 5 key elements necessary for implementing programmatic assessment in these specialized contexts: embracing blurred boundaries between assessment of and for learning, adapting the approach to each specialized context, change management, engaging subject matter experts, and clear communication to registrars/trainees.
程序化评估方法可以扩展到联合健康专业培训的设计中，以提高学员的学习效果。澳大利亚医学物理科学家与工程师学院与澳大利亚教育研究理事会及安普莱克斯咨询公司的评估专家合作，对其医学物理和放射性药物科学培训项目进行修订。修订的核心目标之一是制定一个培训项目，在三年时间里为注册学员提供标准化培训支持，通过及时、建设性地反馈注册学员的学习进展，更好地帮助他们在规定时间内顺利完成该项目。
我们运用程序化评估原则对三个培训项目的评估方法和学习进展决策进行修订。
我们修订了澳大利亚和新西兰的诊断成像医学物理、放射肿瘤学医学物理和放射性药物科学的三年培训项目，纳入了明确的培训阶段和相关的学习进展节点。
我们讨论了实施过程中出现的优势和困难。我们发现，在这些特定背景下实施程序化评估需要五个关键要素：接受学习性评估与为学习而评估之间模糊的界限、使方法适应每个特定背景、变革管理、让学科专家参与以及与注册学员/学员进行清晰的沟通。
