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Medical Teacher Volume 43, 2021 - Issue 10
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OTTAWA CONSENSUS STATEMENTS

Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice

Dario Torrea Department of Medicine, Uniformed Services University of Health Sciences, Bethesda, MD, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0002-4924-4888View further author information
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Neil E. Riceb College of Medicine and Health, University of Exeter Medical School, Exeter, UKORCID Iconhttps://orcid.org/0000-0002-9718-1316View further author information
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Anna Ryanc Department of Medical Education, Melbourne Medical School, University of Melbourne, Melbourne, AustraliaView further author information
,
Harold Bokd Department of Population Health Sciences, Faculty of Veterinary Medicine, Utrecht University, Utrecht, The NetherlandsView further author information
,
Luke J. Dawsone School of Dentistry, University of Liverpool, Liverpool, UKView further author information
,
Beth Biererf Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland, OH, USAORCID Iconhttps://orcid.org/0000-0002-7952-8822View further author information
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Tim J. Wilkinsong Education unit, University of Otago, Christchurch, New ZealandORCID Iconhttps://orcid.org/0000-0002-4080-4164View further author information
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Glendon R. Taith MD Program, Dept. of Psychiatry, and The Wilson Centre, University of Toronto, Toronto, CanadaView further author information
,
Tom Laughlini Department of Family Medicine, Dalhousie University, Halifax, CanadaView further author information
,
Kiran Veerapenj Faculty of Medicine, University of British Columbia, Vancouver, CanadaView further author information
,
Sylvia Heenemank Department of Educational Development and Research, School of Health Profession Education, Maastricht University, Maastricht, The NetherlandsView further author information
,
Adrian Freemanb College of Medicine and Health, University of Exeter Medical School, Exeter, UKView further author information
&
Cees van der Vleutenk Department of Educational Development and Research, School of Health Profession Education, Maastricht University, Maastricht, The NetherlandsORCID Iconhttps://orcid.org/0000-0001-6802-3119View further author information
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Pages 1149-1160 | Published online: 30 Jul 2021

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Liesbeth K. J. Baartman & Kathleen M. Quinlan. (2024) Assessment and feedback in higher education reimagined: using programmatic assessment to transform higher education. Perspectives: Policy and Practice in Higher Education 28:2, pages 57-67.
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Neville G. Chiavaroli & Jacob Pearce. (2024) Twelve tips for developing effective marking schemes for constructed-response examination questions. Medical Teacher 0:0, pages 1-7.
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Priya Khanna, Chris Roberts, Annette Burgess, Stuart Lane & Jane Bleasel. (2023) Unpacking the impacts of programmatic approach to assessment system in a medical programme using critical realist perspectives. Journal of Critical Realism 22:5, pages 840-858.
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Severin Pinilla, Seraina Lerch, Raphaela Lüdi, Florian Neubauer, Sabine Feller, Daniel Stricker, Christoph Berendonk & Sören Huwendiek. (2023) Entrustment versus performance scale in high-stakes OSCEs: Rater insights and psychometric properties. Medical Teacher 45:8, pages 885-892.
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Oliver Johnson, Mohamed Bawoh, Kerrin Begg, Nellie Bell, Mohamed Boie Jalloh, David Gbao, Alhaji N’Jai, Foday Sahr, Mohamed Samai, Ann H. Kelly & Nick Sevdalis. (2023) Designing a leadership and management training curriculum for undergraduate health professions students: Lessons from the University of Sierra Leone. Global Public Health 18:1.
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Richard Fuller, Viktoria C. T. Goddard, Vishna D. Nadarajah, Tamsin Treasure-Jones, Peter Yeates, Karen Scott, Alexandra Webb, Krisztina Valter & Eeva Pyorala. (2022) Technology enhanced assessment: Ottawa consensus statement and recommendations. Medical Teacher 44:8, pages 836-850.
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Dario Torre, Lambert Schuwirth, Cees Van der Vleuten & Sylvia Heeneman. (2022) An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. Medical Teacher 44:8, pages 928-937.
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Sylvia Heeneman, Lubberta H. de Jong, Luke J. Dawson, Tim J. Wilkinson, Anna Ryan, Glendon R. Tait, Neil Rice, Dario Torre, Adrian Freeman & Cees P. M. van der Vleuten. (2021) Ottawa 2020 consensus statement for programmatic assessment – 1. Agreement on the principles. Medical Teacher 43:10, pages 1139-1148.
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Sarah L. McKernon, Elliot A. Adderton & Luke J. Dawson. (2024) Using Technology-Supported Approaches for the Development of Technical Skills Outside of the Classroom. Education Sciences 14:3, pages 329.
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Eva Mukurunge, Champion N. Nyoni & Lizemari Hugo. (2024) Assessment approaches in undergraduate health professions education: towards the development of feasible assessment approaches for low-resource settings. BMC Medical Education 24:1.
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Warren J. Cheung, Farhan Bhanji, Wade Gofton, Andrew K. Hall, Jolanta Karpinski, Denyse Richardson, Jason R. Frank & Nancy Dudek. (2024) Design and Implementation of a National Program of Assessment Model – Integrating Entrustable Professional Activity Assessments in Canadian Specialist Postgraduate Medical Education. Perspectives on Medical Education 13:1, pages 44-55.
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Stanley Xiangyu Li, Cathy Meng Fei Li, Mary E. Jenkins, Shannon L. Venance & Anita Florendo-Cumbermack. (2023) Insights From the Transition to Competency-Based Medical Education in Neurology Programs. Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques, pages 1-5.
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Korynne DeCloux, Gregory Hoy, Cyril Grum, Gifty Kwakye, Jocelyn Schiller, Joel Heidelbaugh, Elizabeth Holman & Seetha U. Monrad. (2023) Assessing Correlations Between Competency Ratings and Assessment-Specific Global Rating Scores Across Seven Core Clinical Clerkships at the University of Michigan Medical School. Academic Medicine 98:11S, pages S198-S199.
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Janica Jamieson, Simone Gibson, Margaret Hay & Claire Palermo. (2022) Teacher, Gatekeeper, or Team Member: supervisor positioning in programmatic assessment. Advances in Health Sciences Education 28:3, pages 827-845.
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Jessica Greenfield, Kelli Qua, Richard A. Prayson & S. Beth Bierer. (2023) “It Changed How I Think”—Impact of Programmatic Assessment Upon Practicing Physicians: A Qualitative Study. Medical Science Educator 33:4, pages 963-974.
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Christine M. Cuthbertson. 2023. Clinical Education for the Health Professions. Clinical Education for the Health Professions 201 216 .
Liesbeth Baartman, Tamara van Schilt-Mol & Cees van der Vleuten. (2022) Programmatic assessment design choices in nine programs in higher education. Frontiers in Education 7.
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Anna Ryan & Terry Judd. (2022) From Traditional to Programmatic Assessment in Three (Not So) Easy Steps. Education Sciences 12:7, pages 487.
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Colleen Y. Colbert & S. Beth Bierer. (2022) The Importance of Professional Development in a Programmatic Assessment System: One Medical School’s Experience. Education Sciences 12:3, pages 220.
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Christine M. Cuthbertson. 2020. Clinical Education for the Health Professions. Clinical Education for the Health Professions 1 17 .
Chris Roberts, Priya Khanna, Andrew Stuart Lane, Peter Reimann & Lambert Schuwirth. (2021) Exploring complexities in the reform of assessment practice: a critical realist perspective. Advances in Health Sciences Education 26:5, pages 1641-1657.
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