Résumé
Compared to design methods of learning, learner assessment is not as systematic. The concept of learner assessment in health professions education has continued to evolve and has been significantly transformed since the early 2000s when Van der Vleuten proposed Programmatic assessment. Programmatic assessment is based on the philosophy that assessment is not an activity to cut out a part of learners’ competencies and judge learning outcomes at a scattered time (assessment of learning), but an activity to systematically assess learner’s competencies and link the results to learning (assessment for learning). This paper outlines the basic principles of programmatic assessment, introduces an example of programmatic assessment implementation, and discusses issues to be addressed when programmatic assessment is introduced into Japanese medical education.
Résumé
"Quality of education" has various definitions, and the definitions are classified mainly into five categories. Introducing the definition categories of "quality of education" , we analyze what aspects of the postgraduate clinical training system for physicians as an educational program have been reconsidered and redesigned. According to the analysis, we propose to introduce a programmatic assessment, which compose of several assessment methods, for evaluation at each stage of medical education from undergraduate to continuous professional development. Realizing such evaluation, we also propose to introduce a student/trainee assessment from a patient's perspective.