Education programmes on performance-based assessment for allied health and nursing educators: a scoping review
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.