Advancing programmatic assessment in dietetics through a multi-institutional community of practice

Programmatic assessment has gained momentum in health professions education for its potential to address challenges in competency-based education. Yet, little is known about how to create the cultural and systemic changes needed for sector-wide enactment. This study used realist evaluation to develop and refine theory about how, why, and in what contexts a community of practice for Australian and New Zealand dietetic educators contributed to advancing programmatic assessment in dietetics higher education. Programme theory highlights the influence of committed, cross-institutional members, supported by an experienced and inclusive facilitator, on both the functioning and outcomes of the community of practice. Within these contexts, the community of practice provided opportunities for sustained dialogue and reflection, building members’ collective understanding of, and shared agenda towards, programmatic assessment, and strengthening members’ identities as empowered leaders in this space. Members described implementation of programmatic assessment in multiple dietetic education programmes, accompanied by shifts in assessment culture, leadership, and cross-institutional collaboration across the discipline and among higher education institutions, that supported its enactment. These findings position communities of practice as a powerful and practical tool to shape the conditions needed to advance programmatic assessment in higher education.