Assessment and Grading in the Bridges Curriculum

Purpose:

Below is an overview of assessment and grading in the Bridges Curriculum. 

Overview:

The approach to assessment of student performance in the Bridges Curriculum is a program of assessment that is integrated across the curriculum beyond any one subject or course and which embraces the philosophy of assessment FOR learning. Integrated courses along with integrated assessments and grades encourage students to connect all of the knowledge and skills they are learning in the classroom and in clinical settings, just as a physician integrates knowledge and skills in patient care. The Bridges Curriculum program of assessment promotes each student’s individual path toward competence in the unique knowledge, skills, and attitudes that characterize the Bridges physician. In the assessment FOR learning philosophy, assessment activities contribute significantly to student learning by giving each student ongoing information (data and other feedback) about performance that is key to guiding their individual next steps in the MD Competency Milestones.

Seven core competencies and associated milestones define the expectations for students throughout the curriculum. Frequent formative assessments will guide students’ future learning, promote reflection, and help shape students’ values about continuous improvement of their practice of medicine.

The School has developed several key resources to support student learning and professional development:

• Coaches: Learning and professional development is supported throughout medical school by mentorship and guidance from Each student is assigned a clinician educator Coach who provides advising and mentoring, teaches foundational clinical skills, and supports the student in reviewing individual progress and setting learning goals.
• Dashboard: The Bridges Student Dashboard houses performance data for each student and provides space for students to reflect on progress with their Coach and to generate individual learning plans. Students take responsibility for the mastery of skills and knowledge with frequent receipt of information in their dashboard, regularly reflecting on ways to improve, and seeking additional practice.
• Physician Identity Weeks: Physician Identity (PI) Weeks are eight weeks across the Bridges Curriculum that provide students dedicated time for reflection and professional growth, opportunities to work with peers, coaches, and other facilitators, and time to pursue activities related to career exploration as well as para-curricular activities of interest.
• Frequent formative assessment activities: In Foundations 1, Weekly Checkpoints for medical knowledge promote learning and self-assessment. Weekly, students complete multiple choice questions (MCQs) and open-ended questions (OEQs) designed to confirm if students have achieved the expected level of competency with the material for the week. The Weekly Checkpoints have additional benefits because the act of testing has a positive direct impact on learning. In all phases of the curriculum, students document formative feedback by completing the Bridges Brief Observation Tool (BBOT) to track their progress in the clinical learning environment. 

Related LCME Standards:

Std. 9.5 Narrative Assessment

Std. 9.8 Fair and Timely Assessment

Principles:

Student assessment in the Bridges Curriculum is designed to meet multiple goals:

1. Provide ongoing feedback to students about their learning
2. Promote deep learning, critical thinking, retention of knowledge, and habits of inquiry aligned with the Bridges Curriculum mission
3. Provide opportunities for frequent formative feedback
4. Determine that students have attained upon graduation the knowledge, skills, and attitudes at a level of mastery necessary to provide high-quality care
5. Prepare students to excel on USMLE licensing exams
6. Provide timely grades within 6 weeks of the end of each course and clerkship.

Related Policies and Pages:

•    Foundations 1 Assessment and Grading Policy
•    Foundations 1 Policy on Assessment Absence and Rescheduling
•    Core Clerkships: Assessment and Grading
•    Grading Overview: Third-Year Clerkships
•    Core Clerkship Examination Policy
•    Required Clinical Experiences and Midpoint Feedback
•    Foundations 2 and Career Launch Grading and Assessment Policy
•    Appeal Policy for Summary Evaluation or Course Grade
•    Clinical Performance Exam (CPX)
•    CPX Program Attendance Policy
•    CPX Grade Clarification and Appeal Process

Accountable Dean or Director:

Associate Dean for Assessment, Improvement, and Accreditation

updated 3/6/26