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Colbert 1,2 and S. Beth Bierer 1, *  \n􀀁􀀂􀀃􀀁􀀄 􀀆􀀇􀀈  \n􀀁􀀂􀀃􀀄􀀅􀀆􀀇  \nCitation: Colbert, C.Y.; Bierer, S.B. The Importance of Professional Development in a Programmatic Assessment System: One Medical School's Experience. Educ. Sci. 2022,  \n12, 220. [https://doi.org/10.3390/](https://doi.org/10.3390/)[ ](https://doi.org/10.3390/)educsci12030220  \nAcademic Editors: Marjan J.  \nB. Govaerts, Cees van der Vleuten and Suzanne Schut  \nReceived: 17 December 2021  \nAccepted: 14 March 2022  \nPublished: 18 March 2022  \nPublisher's Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.  \nCopyright: © 2022 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license ([https://](https://)[ ](https://)[creativecommons.org/licenses/by/](creativecommons.org/licenses/by/)[ ](creativecommons.org/licenses/by/)[4.0/](4.0/)) .  \n1 Cleveland Clinic Lerner College of Medicine, Case Western Reserve University, Cleveland, OH 44106, USA; [colberc2@ccf.org](colberc2@ccf.org)  \n2 Office of Educator & Scholar Development, Education Institute, Cleveland Clinic, Cleveland, OH 44016, USA  \n* [Correspondence: biererb@ccf.org](Correspondence: biererb@ccf.org)  \nAbstract: The Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM) was created in 2004 as a 5-year undergraduate medical education program with a mission to produce future physician-investigators. CCLCM's assessment system aligns with the principles of programmatic assessment. The curriculum is organized around nine competencies, where each competency has milestones that students use to self-assess their progress and performance. Throughout the program, students receive low-stakes feedback from a myriad of assessors across coursesand contexts. With support of advisors, students construct portfolios to document their progress and performance. A separate promotion committee makes high-stakes promotion decisions after reviewing students' portfolios. This case study describes a systematic approach to provide both student and faculty professional development essential for programmatic assessment. Facilitators, barriers, lessons learned, and future directions are discussed.  \nKeywords: programmatic assessment; competency-based assessment; professional development; faculty development; assessment system; undergraduate medical education  \n1. Introduction  \nThe need for multiple sources of assessment evidence—and infrastructure to support programmatic assessment—are by now well-known requirements [1–3] . Professional development of faculty and learners has received far less attention in the literature. In this case study, we describe our approach to programmatic assessment at the Cleveland Clinic Lerner College of Medicine (CCLCM) and then focus specifically on professional development activities to promote and sustain programmatic assessment as an educational innovation.  \n2. Context of Case  \nThe Cleveland Clinic Foundation in Cleveland, Ohio, collaborated with Case Western Reserve University School (CWRU) of Medicine in 2002 to create a new 5-year undergraduate medical education program within CWRU to address growing concerns about the national shortage of physician investigators in the United States [4–6] . Additionally, CCLCM faculty desired an assessment system which would promote reflective practice and self-directed learning [7] . The CCLCM curriculum is organized around nine competencies that map to the Accreditation Council for Graduate Medical Education (ACGME) competencies as well as CCLCM's own mission-specific competencies (research and scholarship, personal and professional development, and reflective practice) . Students do not receive grades fo","cbCaitLGw3Z8OdQU","https://ap.wps.com/l/cbCaitLGw3Z8OdQU","pdf",426419,"English","# Abstract\n# Introduction\n# Context of Case\n# Motives Underlying Implementation of Programmatic Assessment\n# Description of the Assessment Program","[{\"question\":\"What professional development activities support programmatic assessment in this case study?\",\"answer\":\"The program provides both student and faculty professional development through structured activities that help participants understand and sustain programmatic assessment. The approach includes advisors and faculty committees to support ongoing learning and decision-making.\"},{\"question\":\"How does the program use competencies and milestones in assessment?\",\"answer\":\"The curriculum is organized around nine competencies, each with milestones used by students for self-assessment. The system uses these competency structures to organize feedback and document progress over time.\"},{\"question\":\"How are high-stakes promotion decisions made?\",\"answer\":\"High-stakes promotion decisions are made by a separate promotion committee after reviewing students' portfolios. This portfolio-based review follows the program’s documented evidence approach.\"}]","The Importance of Professional Development in a Programmatic Assessment System - One Medical School's Experience | PDF"]