When I say . . . programmatic assessment in postgraduate medical education

Now widely accepted in medical schools, programmatic assessment, has only recently permeated postgraduate medical education, where, traditionally, high-stakes examinations have dominated assessment discourse. Having recently provided reviews and guidance on assessment reform for medical specialty colleges that deliver postgraduate training in Australia and New Zealand, common issues and themes relating to programmatic assessment have emerged. Although much talked about, its implementation is less frequent. In our experience, the term is commonly and loosely ‘thrown around’ by college educators, fellows and professional staff alike. On digging deeper, we have found that would-be practitioners frequently have a superficial appreciation of its meaning and purpose.