The recent trend in competency based undergraduate medical education provides the opportunity for individualized teaching and learning and the development of innovatively integrated curricula. When this framework is coupled with dynamic competency based multimodal learner assessments it becomes structurally sound and transferable. Accomplishing this however, is not an easy task. Ensuring that learner assessments of knowledge, skills, attitudes and behaviors are valid and faculty are reliable in their assessments requires diligence and planning.
As undergraduate medical education curricula change assessment is often thought of in isolation. This commonly results in mal-alignment in the curriculum and dissonance among learners and educators alike. Creating an assessment framework alongside competency and curriculum development allows for a product that is seen as seamless and integrated by the learner. Creating a structure that supports individualized assessment can seem daunting, however it does not need to be. Practical step-wise development of an individualized assessment paradigm over time allows for both faculty and students to adjust and mature alongside the educational program. Clear connections between competencies, curricular content and assessment establishes confidence for both faculty and learners as well as those who receive our learners in the next phase of their education.