A novel programmatic assessment model set in primary and secondary clinical settings: perceptions of teachers and students

INTRODUCTION: Programmatic assessment is being increasingly used in medical education with an expanding evidence base. The aim of the study was to explore student and teacher perspectives of a novel clinical, programmatic assessment model set within a Longitudinal Integrated Clerkship (LIC) across both primary and secondary care settings. METHODS: An explorative, interpretative approach was taken to explore participants' views and experiences of the assessments, including focus groups of undergraduate medical students and interviews of faculty. RESULTS: A total of 14 students participated in two focus groups and nine faculty members were interviewed: four based in primary care and five in secondary care. In general, the new assessment model was perceived by teachers and students to be a positive step, with both benefits and challenges highlighted. Three key themes emerged: the impact on student well-being was complex and variable; predominantly positive attitudes towards programmatic assessment; and challenges of exam practicalities. DISCUSSION: Our study has explored student and teachers' views of a novel, clinical, programmatic assessment; both sets of participants generally valued increased opportunities for feedback and positive impacts on well-being due to the reduced stress of lower-stakes assessments. However, there was some acknowledgement that it 'spread the stress' throughout the clinical year and that there were some challenges related to the introduction of a new form of assessment. We would commend this and similar forms of programmatic assessment to colleagues in other undergraduate healthcare professional institutions.