Assessment in the clinical workplace: integrating workplace-based assessment tools in a programmatic assessment design
Workplace-based assessment has dominated research in medical education for the last decades. Research has mainly concentrated on individual WBA instruments showing moderate or no effect on students’ performance. Using a multi-assessment method, a more holistic view on medical students’ competence can be assessed. Commencing from and building on the van der Vleuten’s model, this study will redound to the facilitating of making the relation between learning and assessment in the clinical workplace intertwined. The aim of this research is twofold. First, this research intends to determine whether a programmatic assessment with WBA tools could lead to substantial and sustainable improvement of students’ medical competence. Secondly, it is important to explore whether formative and summative evaluation could co-exist in a programmatic assessment design.