Alignment of assessment tasks to learning outcomes and teaching strategies (i.e. constructive alignment) encourages students to adopt a deeper learning approach that, in turn, leads to more effective learning. A key aspect of constructive alignment is the use of ‘authentic’ and ‘fit for purpose’ assessments. That is, ‘real-life’ assessments that measure

In the undergraduate Exercise Physiology program at UNSW, Objective Structured Clinical Examinations (OSCE) have been used in concert with other assessments of competency for close to a decade. In response to the challenges created by COVID-19, the Exercise Physiology clinical practicum team, led by Amanda Burdett, made changes to our OSCE; we deemed that