Twelve tips for building institutional readiness for program-level assessment transformation.
Program-level approaches to assessment are increasingly adopted in health professions education to strengthen curriculum coherence, integrate longitudinal feedback and support program-level assurance of learning. However, the institutional conditions required for sustainable program-level assessment...
| Publicado en: | Medical Teacher Vol. 48; no. 9; pp. 1447 - 1455 |
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| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Sep2026
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=196514171&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 196514171 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 0142159X MCH jtl: Medical Teacher issn: 0142159X maglogo: Y pubinfo: dt: Sep2026 vid: 48 iid: 9 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 196514171 194249698 196514171 196514171 10.1080/0142159X.2026.2681205 196514171 ppf: 1447 ppct: 8 formats: tig: atl: Twelve tips for building institutional readiness for program-level assessment transformation. aug: au: Turnip, Diana Saragi Velan, Gary Polly, Patsie affil: Nexus Educational Developer, Faculty of Medicine & Health, University of New South Wales, Sydney, Australia sug: subj: Organizational Change Program Evaluation Faculty Development Curriculum Development Educational Measurement Feedback Conceptual Framework Change Management Diffusion of Innovation Models, Educational Quality Improvement Education, Medical Leadership Implementation Science Learning Environment Outcomes of Education Accountability Culture Social Norms Health Literacy Audit ab: Program-level approaches to assessment are increasingly adopted in health professions education to strengthen curriculum coherence, integrate longitudinal feedback and support program-level assurance of learning. However, the institutional conditions required for sustainable program-level assessment transformation are often assumed rather than systematically developed. Extending prior guidance focused primarily on assessment design, this paper positions institutional readiness as central to successful implementation. Drawing on organisational readiness theory, which conceptualises readiness as a shared organisational state characterised by change commitment and change efficacy, we propose twelve practical tips for diagnosing, sequencing and sustaining program-level assessment transformation. Organised across four readiness domains: structural, cultural, pedagogical and evaluative, and supported by a developmental continuum, this framework operationalises readiness theory into actionable guidance for staged implementation. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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