This article was migrated. The article was not marked as recommended. The COVID-19 pandemic has impacted the design, delivery and processes in medical education. While the crisis continues, it is important to develop creative ways of assessment that continue to maintain the standards of medical education and accommodate the present environmental and social limitations brought on by COVID. This crisis also offers an opportunity to transition programs to a competency based curriculum.The transition should be comprehensive but staged to include current and prospective learners. It is important to first consider the existing framework of assessment and work backwards on design and process. As an immediate and first step would be to add multiple opportunities for formative assessment into the new approaches adopted for teaching/learning (T/L). Standard assessment formats in medical school that include written exams (like MCQs, SAQs and practical skills via OSCE) will need to be re-imagined and re-planned. It may now be time to consider shifting focus of assessment to attainment of competencies. This is a longer term process but can be phased in. As a start using low stakes assessment as part of entrustable professional activities that are task directed and encompass domain of knowledge, skills and attitude.Revisiting older modalities and introducing new ways that accommodate distant engagement may need consideration for e.g. structured viva, use of log books for assessment, virtual patients, e-portfolios.Thus an emphasis in assessment should be on using multimodal tools for formative and summative assessments that focus on mastery in clinical reasoning, problem solving and decision making skills allowing transition to a competency based curriculum.The key task will be the timely creation and monitoring of a balanced face to face and online assessment program keeping in mind resource availability, faculty buy-in and support of regulatory and licensing bodies.
Rethinking Assessment in Medical Education in the time of COVID-19 (preprint)/ en