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Comprehensive assessment practices have the potential to stimulate and shape learning. In this issue, St-Onge et al.1 explore the current evidence pertaining to the implementation of Developmental Progress Assessment (DPA), which is defined as assessments mapped on developmental pathways and used to provide guidance to trainees and faculty members. In doing so, they offer important insights on longitudinal and developmental pathways and the role of assessment therein. In DPA, the mapping of assessments to pathways
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