Table 1.

The 6Cs of teaching-learning-assessment at the program level

C1: Commands	Agencies such as university rules, policies, and procedures; accrediting body’s standards and outcomes; and internship/residency frameworks that command and control the high-level vision, mission, outcomes and practices of the curricular design.
C2: Contextualisation	Curricular themes, learning outcomes, objectives, content, learning and teaching methodologies, depth and breadth of clinical exposure directed by various contextual factors such as educators, staff, students, and teaching-learning settings.
C3: Coordination	Harmonisation of curricular themes, competencies, and outcomes within activities and assessments enabled by coordination between key agents (educators and staff) and structure (e.g. technological support, curricular policies, rules etc.).
C4: Collections	Gathering evidence on students’ developmental progression within a particular year and across all years of a program using a program of assessments.
C5: Collations	Capturing students' progression in various competencies using collated data from various assessment points in a way that facilitates triangulation, coherence, consistency, improved educational effect, and holistic judgement of students’ progression into the next level.
C6: Connections	Connections occur at multiple levels: connecting students with reflections on their performance, and empowering them to be better prepared for the next training level; connecting the network of stakeholders by using their expertise in making judgements about student’s progressions, and connecting the ‘commands’ of standards for a medical program with those of residency/training outcomes by ensuring students are prepared for practice.