Assessing learning in a PBL curriculum for healthcare training

The innovation we describe below has taken place within the taught Doctorate in Clinical and Community Psychology (D.Clin.Psy.). Professional training in higher education is accredited by regulatory bodies that usually require the learner to develop, and demonstrate, a range of competencies. Programmes typically include elements of academic study, research skills and placement-based learning, aiming to promote critical, reflective and integrated learning. The D.Clin.Psy. is no exception to this general pattern and, both in teaching and assessment, has tended to be quite traditional in approach.