Aug 2026· Higher Education, Skills and Work-based Learning· Vol 16, pp. 102-128· 0 citations· 61 references
TL;DR
Results indicated that interactive, simulation-based workshops enhance educators' assessment skills, knowledge and confidence, however, important gaps remain regarding optimal programme length, pedagogical frameworks, translational of training into the work environment and longitudinal outcomes.
Abstract
Performance-based assessment (PBA) plays a pivotal role in evaluating allied health and nursing students' readiness for independent clinical practice. Despite its importance, training for clinical educators in PBA is often ad hoc and inconsistent. This scoping review aimed to map the landscape of existing PBA education programmes for allied health and nursing educators and describe their content, format and educational impact.
A scoping review was conducted based on Arksey and O'Malley's framework in accordance with the Joanna Briggs Institute scoping review guidance. Searches of five electronic databases and three grey literature collections were performed for publications from 2000 to 2025. Articles were included if they reported on design, implementation or evaluation of PBA educator programmes. Screening and data extraction were conducted independently by three reviewers using a standardized tool to chart programme characteristics, instructional strategies, outcome measures and educational impact. Data were synthesized descriptively.
Of 5,306 records screened, nine studies met inclusion criteria. Programme durations ranged from 1–15 h, primarily delivered via in-person workshops (n = 8/9). Instructional strategies frequently included interactive workshops, video-based simulation of student's performance and guided practice. Outcome measures focused on educators' self-reported confidence, knowledge gains and rating accuracy, with most studies reporting improvements.
Results indicated that interactive, simulation-based workshops enhance educators' assessment skills, knowledge and confidence. However, important gaps remain regarding optimal programme length, pedagogical frameworks, translational of training into the work environment and longitudinal outcomes.
Standardized, evidence-informed training is needed to ensure reliable PBA practices and maintain the integrity of competency-based education.
INTRODUCTION
Competency-based assessment (CBA) is central to competency-based education (CBE) in nursing, yet the evidence about its effectiveness is fragmented across methods, settings, and outcomes.
AIM
To synthesize the strengths and limitations of CBA approaches in nursing education and to map them onto established educational frameworks.
METHODS
An umbrella review of reviews was conducted, including systematic, scoping, integrative, and theoretical reviews of CBA in pre-registration and early-career nursing. Searches of PubMed, CINAHL, Scopus, Web of Science, and ERIC (from inception to November 2025) were conducted in accordance with Joanna Briggs Institute and PRISMA guidance, with eligibility defined using the Population, Concept, and Context (PCC) framework, and data were integrated through narrative synthesis.
RESULTS
Twenty reviews, encompassing more than 700 primary studies, identified six CBA domains: simulation-based and Objective Structured Clinical Examination (OSCE) assessments, workplace-based assessments (WBAs), technology-enhanced assessments, learning-based and reflective assessments, research competency assessments, and program-level CBE evaluations. Across domains, CBAs predominantly targeted higher-order cognitive and performance outcomes aligned with the upper levels of Bloom's taxonomy and Miller's pyramid. Simulations and OSCEs showed strong validity and acceptability but were resource-intensive and often anxiety-provoking. Workplace-based tools captured authentic performance but were constrained by assessor variability and limited psychometric properties. Technology-enhanced and reflective approaches fostered engagement and self-regulation yet frequently relied on heterogeneous, weakly validated measures. Evidence for research competencies and program-level CBE remained limited and methodologically modest.
CONCLUSION
CBAs in nursing provide rich information on complex competencies but are unevenly developed. Integrated, theory-informed, and programmatic assessment systems are required to optimise their contribution to practice-ready graduates.
R. K. Ibrahim, A. Darwish, Lisa Bayliss-Pratt et al.· Nurse Education Today· 0 citations
BACKGROUND
The increasing complexity of health systems and the growing importance of social determinants of health require physicians trained with a population-based perspective. However, assessment of public health competencies in undergraduate medical education remains heterogeneous, with limited conceptual integration and lack of standardised approaches.
OBJECTIVE
To map and characterise the scientific evidence on strategies used to assess public health competencies in undergraduate medical students.
METHODS
A scoping review was conducted following Joanna Briggs Institute methodology and reported according to PRISMA-ScR guidelines. A systematic search was performed in PubMed, Scopus, LILACS and IEEE Xplore for studies published between January 2011 and January 2026. Studies involving undergraduate medical students and addressing assessment of public health competencies were included. Data were extracted using a structured matrix and synthesised narratively.
RESULTS
Thirty studies were included, demonstrating marked heterogeneity across study designs, including randomised controlled trials, observational, qualitative and mixed-methods studies. Assessment strategies were organised into key domains, ranging from knowledge-based evaluations to performance-based approaches in authentic settings. Experiential strategies, such as community-based learning and service learning, enabled integration of social determinants of health into assessment processes. A continuum of evaluative complexity was identified, reflecting a shift from cognitive assessment towards multidimensional, context-based and performance-oriented approaches. Most studies were conducted in high-income countries.
CONCLUSIONS
Assessment of public health competencies is evolving towards integrated, contextualised and performance-based models. However, the absence of standardised frameworks and validated instruments limits comparability across studies. Advancing towards longitudinal and programmatic assessment models is essential to strengthen medical training and align it with contemporary population health challenges.
E. H. Hernández Rincón, Mariana González Garcés, Jerónimo Cárdenas Montoya et al.· BMC Medical Education· 0 citations
Background Programmatic assessment (PA) in health professions education positions continuous feedback and feedforward as key mechanisms for competence development. Feedback focuses on prior performance, whereas feedforward provides future-oriented guidance that supports agency and self-regulated learning. Although their educational value is widely acknowledged, implementation remains challenging and often emphasises performance outcomes rather than action and reflection. Methods A scoping review was conducted to address the research question: “How are feedback and feedforward methods operationalised within assessment situations in medical and higher health professions education? The ECLIPSE framework (Expectation, Client group, Location, Impact, Professionals, Service) guided question formulation and searches in Embase, ERIC and PubMed. Articles published from 2015 up to February 2026 were included. Data were synthesized using descriptive and thematic synthesis. The methodological quality of the included studies was assessed using Joanna Briggs Institute (JBI) critical appraisal tools. Results Database searches identified 3723 records. After deduplication and screening, 91 full texts were assessed, of which 14 studies met inclusion criteria. All studies involved medical students. Five methodological families were identified: expert feedback, self-feedback, peer feedback, video-based feedback, and feedforward. Expert and video-based approaches were consistently associated with performance gains, whereas self- and peer feedback supported reflection and learner agency but showed variable outcomes. Feedforward was rarely explicitly described, although several interventions incorporated forward-looking elements targeting performance. Conclusion Current assessment practices rely on a limited set of recurring methods, with feedforward, predominantly focused on performance, often remaining implicit. Making feedforward explicit and actionable within assessment cycles might strengthen competence development, promote learner agency, and support continuous improvement in PA context.
Jill Vögelin, Irene Koenig, I. Sterkele et al.· PLoS ONE· 0 citations
Abstract Background Objective structured clinical examinations (OSCEs) are a common assessment tool used to evaluate the application of clinical knowledge, clinical reasoning, competency-based performance, and professional behavior in health care education. Their development and facilitation are often included under the broader umbrella of simulation pedagogies. Despite their widespread adoption and the availability of guidelines, variability exists in approaches specific to OSCE development, implementation, and evaluation. Objective The purpose of this scoping review is to explore and describe the variability and similarities in OSCE development, implementation, and evaluation in nursing, midwifery, and medical education in the context of existing guidelines to inform future directive work in this area. Methods This review will follow the JBI methodology for scoping reviews, with searches conducted by a librarian familiar with the scoping review process. Records retrieved will be reported in accordance with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). Two reviewers will independently assess the records for inclusion against the defined criteria and extract data using an adapted JBI extraction form. The data will be charted using narrative summary text, tables, and figures. Results As of July 2026, a search for existing reviews in the PubMed, PROSPERO, Cochrane Database of Systematic Reviews, and JBI Evidence Synthesis databases has been conducted, yielding no current or in-progress reviews on our specific topic. An initial search feasibility assessment has been conducted to ensure sufficient articles for a robust review. Data collection, extraction, and analysis will be conducted over the 12 months following the literature search. The completed scoping review is anticipated to be submitted for publication in summer 2027. Conclusions This review will provide a comprehensive overview of how OSCEs are operationalized across nursing, midwifery, and medical programs. It will highlight emerging themes, key differences between guidelines and practice, and underresearched areas, informing future research and educational practice.
L. Creelman, James Lomen, Cheltey Berlinguette et al.· JMIR Research Protocols· 0 citations
BACKGROUND
Point-of-care ultrasound (POCUS) is becoming increasingly integrated into clinical practice and health professions education. Among advanced practice registered nurses (APRNs), POCUS supports bedside assessment, diagnostic evaluation, and procedural guidance. However, the structure, implementation, and outcomes of POCUS training within APRN education remain inconsistently described.
PURPOSE
This review examined how POCUS educational strategies have been implemented for APRN learners and the outcomes for these learners.
METHODS
A scoping review was conducted following the Joanna Briggs Institute methodology. MEDLINE, CINAHL Complete, Embase, Web of Science, and ERIC were searched without date limits and restricted to English-language, peer-reviewed studies. Reference lists were screened by 2 reviewers. Data were charted using a standardized extraction tool and synthesized descriptively in accordance with the Joanna Briggs Institute scoping review framework.
RESULTS
Of the 661 records identified, 21 studies met the inclusion criteria. Educational approaches commonly combined didactic instruction, hands-on scanning, and simulation-based learning. Outcomes included improvements in confidence, knowledge, and technical skills. Few studies used objective competency assessments or evaluated longitudinal outcomes.
CONCLUSIONS
POCUS education is emerging within APRN programs but lacks standardized competency assessment and longitudinal evaluation, demonstrating the need for structured curricula and further research.
Meredith L Farmer, Tracey Bell, Lela A. Baker et al.· Nurse Educator· 0 citations
Most studies found no significant differences between observer and active participant roles at Kirkpatrick Levels 1 and 2, but generalizability across all health professions and settings is limited.
Abdelkader Amechghal, A. Naciri, Kamal Takhdat et al.· Journal of Educational Evalu...· 0 citations
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