Treffer: An evaluation of programmatic assessment across health professions education using contribution analysis.

An evaluation of programmatic assessment across health professions education using contribution analysis.

Jamieson J; School of Medical and Health Sciences, Edith Cowan University, 270 Joondalup Drive, Joondalup, Perth, WA, 6027, Australia. j.jamieson@ecu.edu.au., Palermo C; Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia., Hay M; Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia., Bacon R; Faculty of Health, University of Canberra, Canberra, Australia., Lutze J; Faculty of Science, Medicine and Health, University of Wollongong, Wollongong, Australia., Gibson S; Faculty of Medicine, Nursing and Health Sciences, Monash University, Monash, Australia.

Advances in health sciences education : theory and practice [Adv Health Sci Educ Theory Pract] 2026 Feb; Vol. 31 (1), pp. 211-238. Date of Electronic Publication: 2025 Jun 04.

Journal Article

English

Publisher: Springer Netherlands Country of Publication: Netherlands NLM ID: 9612021 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1573-1677 (Electronic) Linking ISSN: 13824996 NLM ISO Abbreviation: Adv Health Sci Educ Theory Pract Subsets: MEDLINE

Publication: <2009- > : [Dordrecht] : Springer Netherlands
Original Publication: Dordrecht ; Boston : Kluwer Academic Publishers, c1996-

Health Occupations*/education , Program Evaluation*/methods, Humans ; Australia ; Qualitative Research

Ajjawi, R., & Kent, F. (2022). Understanding realist reviews for medical education. Journal of Graduate Medical Education, 14(3), 274–278. https://doi.org/10.4300/JGME-D-22-00334.1. (PMID: 10.4300/JGME-D-22-00334.1)
Allen, L. M., Hay, M., & Palermo, C. (2022). Evaluation in health professions education: Is measuring outcomes enough? Medical Education, 56(1), 127–136. https://doi.org/10.1111/medu.14654. (PMID: 10.1111/medu.14654)
Baartman, L., Baukema, H., & Prins, F. (2023). Exploring students’ feedback seeking behavior in the context of programmatic assessment. Assessment and Evaluation in Higher Education, 48(5), 598–612. (PMID: 10.1080/02602938.2022.2100875)
Baartman, L., van Schilt-mol, T., & van der Vleuten, C. (2022). Programmatic assessment design choices in nine programs in higher education. Frontiers in Education, 7, 1–13. https://doi.org/10.3389/feduc.2022.931980. (PMID: 10.3389/feduc.2022.931980)
Bate, F., Fyfe, S., Griffiths, D., Russell, K., Skinner, S., & Tor, E. (2020). Does an incremental approach to implementing programmatic assessment work? Reflections on the change process. AMEE MedEdPublish, 9(55).
Berger, R. (2015). Now I see it, now I don’t: Researcher’s position and reflexivity in qualitative research. Qualitative Research, 15(2), 219–234. https://doi.org/10.1177/1468794112468475. (PMID: 10.1177/1468794112468475)
Biggs, J. S., Farrell, L., Lawrence, G., & Johnson, J. K. (2014). A practical example of contribution analysis to a public health intervention. Evaluation, 20(2), 214–229. https://doi.org/10.1177/1356389014527527. (PMID: 10.1177/1356389014527527)
Bok, H. G. J., van der Vleuten, C. P. M., & de Jong, L. H. (2021). “Prevention is better than cure”: A plea to emphasize the learning function of competence committees in programmatic assessment. Frontiers in Veterinary Science, 8, 638455. https://doi.org/10.3389/fvets.2021.638455. (PMID: 10.3389/fvets.2021.638455)
Brousselle, A., & Buregeya, J.-M. (2018). Theory-based evaluations: Framing the existence of a new theory in evaluation and the rise of the 5th generation. Eval, 24(2), 153–168. https://doi.org/10.1177/1356389018765487. (PMID: 10.1177/1356389018765487)
Brown, C., Ross, S., Cleland, J., & Walsh, K. (2015). Money makes the (medical assessment) world go round: The cost of components of a summative final year objective structured clinical examination (OSCE). Medical Teacher, 37(7), 653–659. https://doi.org/10.3109/0142159x.2015.1033389. (PMID: 10.3109/0142159x.2015.1033389)
Budhwani, S., & McDavid, J. C. (2017). Contribution analysis: Theoretical and practical challenges and prospects for evaluators. Canadian Journal of Program Evaluation, 32(1), 1–24. https://doi.org/10.3138/cjpe.31121. (PMID: 10.3138/cjpe.31121)
Buregeya, J. M., Loignon, C., & Brousselle, A. (2020). Contribution analysis to analyze the effects of the health impact assessment at the local level: A case of urban revitalization. Evaluation & Program Planning, 79, 101746. https://doi.org/10.1016/j.evalprogplan.2019.101746. (PMID: 10.1016/j.evalprogplan.2019.101746)
Caretta-Weyer, H. A., Smirnova, A., Barone, M. A., Frank, J. R., Hernandez-Boussard, T., Levinson, D., Lombarts, K., Lomis, K. D., Martini, A., Schumacher, D. J., Turner, D. A., & Schuh, A. (2024). The next era of assessment: Building a trustworthy assessment system. Perspectives on Medical Education, 13(1), 12–23. (PMID: 10.5334/pme.1110)
Chen, H. T. (2004). The roots of theory-drive evaluation: Current views and origins. In M. C. Alkin (Ed.), Evaluation roots: Tracing theorists’ views and influences. SAGE.
Choi, T., Sarkar, M., Bonham, M., Brock, T., Brooks, I. A., Diug, B., Ilic, D., Kumar, A., Lau, W.-M., Lindley, J., Morphet, J., Simmons, M., Volders, E., White, P. J., Wright, C., & Palermo, C. (2023). Using contribution analysis to evaluate health professions and health sciences programs. Frontiers in Medicine, 10, 1–11. https://doi.org/10.3389/fmed.2023.1146832. (PMID: 10.3389/fmed.2023.1146832)
Cleland, J. A., Foo, J., Ilic, D., Maloney, S., & You, Y. (2020). “You can’t always get what you want …”: Economic thinking, constrained optimization and health professions education. Advances in Health Sciences Education, 25(5), 1163–1175. https://doi.org/10.1007/s10459-020-10007-w. (PMID: 10.1007/s10459-020-10007-w)
Dart, J., Twohig, C., Anderson, A., Bryce, A., Collins, J., Gibson, S., Kleve, S., Porter, J., Volders, E., & Palermo, C. (2021). The value of programmatic assessment in supporting educators and students to succeed: A qualitative evaluation. Journal of the Academy of Nutrition and Dietetics. doi: https://doi.org/10.1016/j.jand.2021.01.013.
de Jong, L. H., Bok, H. G. J., Schellekens, L. H., Kremer, W. D. J., Jonker, F. H., & van der Vleuten, C. P. M. (2022). Shaping the right conditions in programmatic assessment: How quality of narrative information affects the quality of high-stakes decision-making. BMC Medical Education, 22(1), 1–10. https://doi.org/10.1186/s12909-022-03257-2. (PMID: 10.1186/s12909-022-03257-2)
Delahais, T., & Toulemonde, J. (2012). Applying contribution analysis: Lessons from five years of practice. Evaluation, 18(3), 281–293. (PMID: 10.1177/1356389012450810)
Delahais, T., & Toulemonde, J. (2017). Making rigorous causal claims in a real-life context: Has research contributed to sustainable forest management? Evaluation, 23(4), 370–388. https://doi.org/10.1177/1356389017733211. (PMID: 10.1177/1356389017733211)
Downes, A., Novicki, E., & Howard, J. (2019). Using the contribution analysis approach to evaluate science impact: A case study of the national institute for occupational safety and health. American Journal of Evaluation, 40(2), 177–189. https://doi.org/10.1177/1098214018767046. (PMID: 10.1177/1098214018767046)
Dweck, C. S. (2019). The choice to make a difference. Perspectives on Psychological Science: A Journal of the Association for Psychological Science, 14(1), 21–25. https://doi.org/10.1177/1745691618804180. (PMID: 10.1177/1745691618804180)
Dybdal, L., Bohni Nielsen, S., & Lemire, S. (2010). Contribution analysis applied: Reflections on scope and methodology. Canadian Journal of Program Evaluation, 25, 29–57. https://doi.org/10.3138/cjpe.25.002. (PMID: 10.3138/cjpe.25.002)
Ellaway, R. H., Chou, C. L., & Kalet, A. L. (2018). Situating remediation: Accommodating success and failure in medical education systems. Academic Medicine, 93(3), 391–398. (PMID: 10.1097/ACM.0000000000001855)
Frank, J. R., Mungroo, R., Ahmad, Y., Wang, M., De Rossi, S., & Horsley, T. (2010). Toward a definition of competency-based education in medicine: A systematic review of published definitions. Medical Teacher, 32(8), 631–637. https://doi.org/10.3109/0142159x.2010.500898. (PMID: 10.3109/0142159x.2010.500898)
Frye, A. W., & Hemmer, P. A. (2012). Program evaluation models and related theories: AMEE guide no. 67. Medical Teacher, 34(5), e288–299. https://doi.org/10.3109/0142159x.2012.668637. (PMID: 10.3109/0142159x.2012.668637)
Gale, K. N., Heath, G., Cameron, E., Rashid, S., & Redwood, S. (2013). Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Medical Research Methodology, 13(1), 117–124. https://doi.org/10.1186/1471-2288-13-117. (PMID: 10.1186/1471-2288-13-117)
Govaerts, M., van der Vleuten, C., & Schut, S. (2022). Implementation of programmatic assessment: Challenges and lessons learned. Education Sciences, 12(10), 717–722. https://www.mdpi.com/2227-7102/12/10/717. (PMID: 10.3390/educsci12100717)
Grant, J., & Grant, L. (2023). Quality and constructed knowledge: Truth, paradigms, and the state of the science. Medical Education, 57(1), 23–30. https://doi.org/10.1111/medu.14871. (PMID: 10.1111/medu.14871)
Haji, F., Morin, M. P., & Parker, K. (2013). Rethinking programme evaluation in health professions education: Beyond ‘did it work?’. Medical Education, 47(4), 342–351. https://doi.org/10.1111/medu.12091. (PMID: 10.1111/medu.12091)
Hall, A. K., Schumacher, D. J., Thoma, B., Caretta-Weyer, H., Kinnear, B., Gruppen, L., Cooke, L. J., Frank, J. R., & Van Melle, E. (2021). Outcomes of competency-based medical education: A taxonomy for shared language. Medical Teacher, 43(7), 788–793. https://doi.org/10.1080/0142159x.2021.1925643. (PMID: 10.1080/0142159x.2021.1925643)
Heeneman, S., de Jong, L. H., Dawson, L. J., Wilkinson, T. J., Ryan, A., Tait, G. R., Rice, N., Torre, D., Freeman, A., & van der Vleuten, C. P. M. (2021). Ottawa 2020 consensus statement for programmatic assessment - 1. Agreement on the principles. Medical Teacher, 43(10), 1139–1148. https://doi.org/10.1080/0142159x.2021.1957088. (PMID: 10.1080/0142159x.2021.1957088)
Hersey, A., & Adams, M. (2017). Using contribution analysis to assess the influence of farm link programs in the U.S. Journal of Agriculture, Food Systems, and Community Development, 7(3), 83–103. https://doi.org/10.5304/jafscd.2017.073.006. (PMID: 10.5304/jafscd.2017.073.006)
Iobst, W. F., & Holmboe, E. S. (2020). Programmatic assessment: The secret sauce of effective CBME implementation. Journal of Graduate Medical Education, 12(4), 518–521. https://doi.org/10.4300/JGME-D-20-00702.1. (PMID: 10.4300/JGME-D-20-00702.1)
Jamieson, J., Gibson, S., Hay, M., & Palermo, C. (2022). Teacher, gatekeeper, or team member: Supervisor positioning in programmatic assessment. Advances in Health Sciences Education, 28(3), 827–845. https://ro.ecu.edu.au/ecuworks2022-2026/1714. (PMID: 10.1007/s10459-022-10193-9)
Jamieson, J., Hay, M., Gibson, S., & Palermo, C. (2021). Implementing programmatic assessment transforms supervisor attitudes: An explanatory sequential mixed methods study. Medical Teacher, 43(6), 709–717. https://doi.org/10.1080/0142159X.2021.1893678. (PMID: 10.1080/0142159X.2021.1893678)
Jamieson, J., Jenkins, G., Beatty, S., & Palermo, C. (2017). Designing programmes of assessment: A participatory approach. Medical Teacher, 39(11), 1182–1188. (PMID: 10.1080/0142159X.2017.1355447)
Junge, K., Cullen, J., & Iacopini, G. (2020). Using contribution analysis to evaluate large-scale, transformation change processes. Eval, 26(2), 227–245. https://doi.org/10.1177/1356389020912270. (PMID: 10.1177/1356389020912270)
Koleros, A., & Mayne, J. (2019). Using actor-based theories of change to conduct robust evaluation in complex settings. Canadian Journal of Program Evaluation, 33(3). https://doi.org/10.3138/cjpe.52946.
Kusurkar, R. A., Orsini, C., Somra, S., Artino Jr, A. R., Daelmans, H. E. M., Schoonmade, L. J., & van der Vleuten, C. (2023). The effect of assessments on student motivation for learning and its outcomes in health professions education: A review and realist synthesis. Academic Medicine, 98(9), 1083–1092. https://doi.org/10.1097/acm.0000000000005263. (PMID: 10.1097/acm.0000000000005263)
Leeuw, F. (2023). John Mayne and rules of thumb for contribution analysis: A comparison with two related approaches. Canadian Journal of Program Evaluation, 37(3), 403–421. https://doi.org/10.3138/cjpe.75448. (PMID: 10.3138/cjpe.75448)
Lemire, S. T., Nielsen, S. B., & Dybdal, L. (2012). Making contribution analysis work: A practical framework for handling influencing factors and alternative explanations. Eval, 18(3), 294–309. https://doi.org/10.1177/1356389012450654. (PMID: 10.1177/1356389012450654)
Lodge, J. M., Howard, S., Bearman, M., & Dawson, P., & Associates. (2023). Assessment reform for the age of Artificial Intelligence. https://www.teqsa.gov.au/sites/default/files/2023-09/assessment-reform-age-artificial-intelligence-discussion-paper.pdf.
Mayne, J. (1999). Addressing attribution through contribution analysis: Using performance measures sensibly (discussion paper).
Mayne, J. (2001). Addressing attribution through contribution analysis: Using performance measures sensibly. Canadian Journal of Program Evaluation, 16(1), 1–24. https://doi.org/10.3138/cjpe.016.001. (PMID: 10.3138/cjpe.016.001)
Mayne, J. (2011). Contribution analysis: Addressing cause and effect. In K. Forss, M. Marra, & R. Schwartz (Eds.), Evaluating the complex. Transaction Publishers.
Mayne, J. (2012). Contribution analysis: Coming of age? Eval, 18(3), 270–280. https://doi.org/10.1177/1356389012451663. (PMID: 10.1177/1356389012451663)
Mayne, J. (2015). Useful theory of change models. Canadian Journal of Program Evaluation, 30(2), 119–142. https://doi.org/10.3138/cjpe.230. (PMID: 10.3138/cjpe.230)
Mayne, J. (2017). Theory of change analysis: Building robust theories of change. The Canadian Journal of Program Evaluation, 32(2).
Mayne, J. (2018). The COM-B Theory of Change Model (V3) (discussion paper).
Mayne, J. (2019). Revisiting contribution analysis. Canadian Journal of Program Evaluation, 34(2), 171. https://doi.org/10.3138/cjpe.68004. (PMID: 10.3138/cjpe.68004)
Moreau, K. A., & Eady, K. (2015). Connecting medical education to patient outcomes: The promise of contribution analysis. Medical Teacher, 37(11), 1060–1062. https://doi.org/10.3109/0142159X.2015.1060307. (PMID: 10.3109/0142159X.2015.1060307)
Oandasan, I., Martin, L., McGuire, M., & Zorzi, R. (2020). Twelve tips for improvement-oriented evaluation of competency-based medical education. Medical Teacher, 42(3), 272–277. https://doi.org/10.1080/0142159x.2018.1552783. (PMID: 10.1080/0142159x.2018.1552783)
Palermo, C., Conway, J., Beck, E. J., Dart, J., Capra, S., & Ash, S. (2016). Methodology for developing competency standards for dietitians in Australia. Nursing & Health Sciences, 18(1), 130–137. https://doi.org/10.1111/nhs.12247. (PMID: 10.1111/nhs.12247)
Palermo, C., Gibson, S. J., Dart, J., Whelan, K., & Hay, M. (2017). Programmatic assessment of competence in dietetics: A new frontier. JAND, 117(2), 175–179. https://doi.org/10.1016/j.jand.2016.03.022. (PMID: 10.1016/j.jand.2016.03.022)
Palermo, C., Reidlinger, D. P., & Rees, C. E. (2021). Internal coherence matters: Lessons for nutrition and dietetics research. Nutrition & Dietetics, 78(3), 252–267. https://doi.org/10.1111/1747-0080.12680. (PMID: 10.1111/1747-0080.12680)
Pawson, R. (2006). Evidence-based policy: A realist perspective. SAGE. (PMID: 10.4135/9781849209120)
Pawson, R., & Tilley, N. (1997). Realistic evaluation.
Paz-Ybarnegaray, R., & Douthwaite, B. (2017). Outcome evidencing: A method for enabling and evaluating program intervention in complex systems. American Journal of Evaluation, 38(2), 275–293. (PMID: 10.1177/1098214016676573)
Pearce, J., & Tavares, W. (2021). A philosophical history of programmatic assessment: Tracing shifting configurations. Advances in Health Sciences Education, 26(4), 1291–1310. https://doi.org/10.1007/s10459-021-10050-1. (PMID: 10.1007/s10459-021-10050-1)
Rees, C. E., Crampton, P. E. S., & Monrouxe, L. V. (2020). Re-visioning academic medicine through a constructionist lens. Academic Medicine, 95(6), 846–850. https://doi.org/10.1097/ACM.0000000000003109. (PMID: 10.1097/ACM.0000000000003109)
Rees, C. E., Monrouze, L. V., O’Brien, B. C., Gordon, L. J., & Palermo, C. (2023). Foundations of health professional education research: Principles, perspectives and practices. John Wiley & Sons Ltd. (PMID: 10.1002/9781394322213)
Richardson, D., Kinnear, B., Hauer, K. E., Turner, T. L., Warm, E. J., Hall, A. K., Ross, S., Thoma, B., & Van Melle, E. (2021). Growth mindset in competency-based medical education. Medical Teacher, 43(7), 751–757. https://doi.org/10.1080/0142159x.2021.1928036. (PMID: 10.1080/0142159x.2021.1928036)
Riley, B. L., Kernoghan, A., Stockton, L., Montague, S., Yessis, J., & Willis, C. D. (2018). Using contribution analysis to evaluate the impacts of research on policy: Getting to “Good Enough”. Research Evaluation, 27(1), 16–27. (PMID: 10.1093/reseval/rvx037)
Roberts, C., Khanna, P., Bleasel, J., Lane, S., Burgess, A., Charles, K., Howard, R., O’Mara, D., Haq, I., & Rutzou, T. (2022). Student perspectives on programmatic assessment in a large medical programme: A critical realist analysis. Medical Education, 56(9), 901–914. https://doi.org/10.1111/medu.14807. (PMID: 10.1111/medu.14807)
Ross, S., Lawrence, K., Bethune, C., van der Goes, T., Pélissier-Simard, L., Donoff, M., Crichton, T., Laughlin, T., Dhillon, K., Potter, M., & Schultz, K. (2023). Development, implementation, and meta-evaluation of a national approach to programmatic assessment in Canadian family medicine residency training. Academic Medicine, 98(2), 188–198. https://doi.org/10.1097/acm.0000000000004750. (PMID: 10.1097/acm.0000000000004750)
Ryan, A., & Judd, T. (2022). From traditional to programmatic assessment in three (not so) easy steps. Education Sciences, 12(487), 1–13.
Ryan, A., O’Mara, D., & Tweed, M. (2023). Evolution or revolution to programmatic assessment: Considering unintended consequences of assessment change. FoHPE, 185–195. https://doi.org/10.11157/fohpe.v24i2.703.
Sahagun, M. A., Moser, R., Shomaker, J., & Fortier, J. (2021). Developing a growth-mindset pedagogy for higher education and testing its efficacy. Ssho, 4(1). https://doi.org/10.1016/j.ssaho.2021.100168.
Sandars, J. (2018). It is time to celebrate the importance of evaluation in medical education. International Journal of Medical Education, 9, 158–160. https://doi.org/10.5116/ijme.5aed.6f12. (PMID: 10.5116/ijme.5aed.6f12)
Schut, S., Heeneman, S., Bierer, B., Driessen, E., Tartwijk, J., & van der Vleuten, C. (2020). Between trust and control: Teachers’ assessment conceptualisations within programmatic assessment. Medical Education, 54(6), 528–537. (PMID: 10.1111/medu.14075)
Schut, S., Maggio, L. A., & Driessen, E. (2021). Where the rubber meets the road: An integrative review of programmatic assessment in health care professions education. Perspectives on Medical Education, 10(1), 6–13. (PMID: 10.1007/S40037-020-00625-W)
Steinert, Y. (2013). The “problem” learner: Whose problem is it? AMEE Guide No. 76. Med Teach, 35(4), e1035–1045. https://doi.org/10.3109/0142159x.2013.774082. (PMID: 10.3109/0142159x.2013.774082)
Stufflebeam, D. L. (2014). Evaluation theory, models, and applications (Second edition. ed.). Jossey-Bass & Pfeiffer Imprints, Wiley.
Toosi, M., Modarres, M., Amini, M., & Geranmayeh, M. (2021). Context, input, process, and product evaluation model in medical education: A systematic review. Journal of Education and Health Promotion, 10(1), 1–12. https://doi.org/10.4103/jehp.jehp_1115_20. (PMID: 10.4103/jehp.jehp_1115_20)
Torre, D., Rice, N. E., Ryan, A., Bok, H., Dawson, L. J., Bierer, B., Wilkinson, T. J., Tait, G. R., Laughlin, T., Veerapen, K., Heeneman, S., Freeman, A., & van der Vleuten, C. (2021). Ottawa 2020 consensus statements for programmatic assessment - 2. Implementation and practice. Medical Teacher, 43(10), 1149–1160. https://doi.org/10.1080/0142159X.2021.1956681. (PMID: 10.1080/0142159X.2021.1956681)
Torre, D., Schuwirth, L., van der Vleuten, C., & Heeneman, S. (2022). An international study on the implementation of programmatic assessment: Understanding challenges and exploring solutions. Medical Teacher, 44(8), 928–937. https://doi.org/10.1080/0142159x.2022.2083487. (PMID: 10.1080/0142159x.2022.2083487)
Torre, Schuwirth, L. W. T., & van der Vleuten, C. P. M. (2020). Theoretical considerations on programmatic assessment. Medical Teacher, 42(2), 213–220. https://doi.org/10.1080/0142159X.2019.1672863. (PMID: 10.1080/0142159X.2019.1672863)
Touchie, C., & Ten Cate, O. (2016). The promise, perils, problems and progress of competency-based medical education. Medical Education, 50(1), 93–100. https://doi.org/10.1111/medu.12839. (PMID: 10.1111/medu.12839)
van der Vleuten, C. P. (1996). The assessment of professional competence: Developments, research and practical implications. Advances in Health Sciences Education, 1(1), 41–67. https://doi.org/10.1007/bf00596229. (PMID: 10.1007/bf00596229)
van der Vleuten, C. P. M., & Schuwirth, L. W. T. (2005). Assessing professional competence: From methods to programmes. Medical Education, 39(3), 309–317. https://doi.org/10.1111/j.1365-2929.2005.02094.x. (PMID: 10.1111/j.1365-2929.2005.02094.x)
van der Vleuten, C. P. M., Schuwirth, L. W. T., Driessen, E. W., Dijkstra, J., Tigelaar, D., Baartman, L. K. J., & van Tartwijk, J. (2012). A model for programmatic assessment fit for purpose. Medical Teacher, 34(3), 205–214. (PMID: 10.3109/0142159X.2012.652239)
Van Melle, E., Frank, J. R., Holmboe, E. S., Dagnone, D., Stockley, D., & Sherbino, J. (2019). A core components framework for evaluating implementation of competency-based medical education programs. Academic Medicine, 94(7), 1002–1009. https://doi.org/10.1097/acm.0000000000002743. (PMID: 10.1097/acm.0000000000002743)
Van Melle, E., Gruppen, L., Holmboe, E. S., Flynn, L., Oandasan, I., & Frank, J. R. (2017). Using Contribution Analysis to evaluate competency-based medical education programs: It’s all about rigor in thinking. Academic Medicine, 92(6), 752–758. https://doi.org/10.1097/ACM.0000000000001479. (PMID: 10.1097/ACM.0000000000001479)
Van Melle, E., Gruppen, L., Holmboe, E. S., Flynn, L., Oandasan, I., Frank, J. R., & International Competency-Based Medical Education, C. (2017). Using contribution analysis to evaluate competency-based medical education programs: It’s all about rigor in thinking. Academic Medicine, 92(6), 752–758. https://doi.org/10.1097/ACM.0000000000001479. (PMID: 10.1097/ACM.0000000000001479)
Van Melle, E., Hall, A. K., Schumacher, D. J., Kinnear, B., Gruppen, L., Thoma, B., Caretta-Weyer, H., Cooke, L. J., & Frank, J. R. (2021). Capturing outcomes of competency-based medical education: The call and the challenge. Medical Teacher, 43(7), 794–800. https://doi.org/10.1080/0142159x.2021.1925640. (PMID: 10.1080/0142159x.2021.1925640)
Williams, C. A., & Lewis, L. (2021). Mindsets in health professions education: A scoping review. Nurse Education Today, 100, 104863. https://doi.org/10.1016/j.nedt.2021.104863. (PMID: 10.1016/j.nedt.2021.104863)
Wolcott, M. D., McLaughlin, J. E., Hann, A., Miklavec, A., Beck Dallaghan, G. L., Rhoney, D. H., & Zomorodi, M. (2021). A review to characterise and map the growth mindset theory in health professions education. Medical Education, 55(4), 430–440. https://doi.org/10.1111/medu.14381. (PMID: 10.1111/medu.14381)
Wong, G., Greenhalgh, T., Westhorp, G., & Pawson, R. (2012). Realist methods in medical education research: What are they and what can they contribute? Medical Education, 46(1), 89–96. https://doi.org/10.1111/j.1365-2923.2011.04045.x. (PMID: 10.1111/j.1365-2923.2011.04045.x)
Yun-Ruei, K., & Catanya, S. (2022). Rethinking the multidimensionality of growth mindset amid the COVID-19 pandemic: A systematic review and framework proposal. Frontiers in Psychology, 13, 1–14. https://doi.org/10.3389/fpsyg.2022.572220. (PMID: 10.3389/fpsyg.2022.572220)

Keywords: Competency-based education; Contribution analysis; Evaluation; Health professions education; Programmatic assessment; Theory of change

Date Created: 20250604 Date Completed: 20260223 Latest Revision: 20260226

20260226

PMC12929344

10.1007/s10459-025-10444-5

40465148

MEDLINE