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Compliance with JNC VI guidelines decreased over time, and patient adherence to drug therapy was suboptimal. Continuing-education efforts to reinforce optimal blood pressure management are necessary.

Objectives. To categorize the manner in which programmatic curricular outcomes assessment is accomplished, identify the types of assessment methodologies used, and identify the persons or groups responsible for assessment. Methods. A self-administered questionnaire was mailed to 89 institutions throughout the United States and Puerto Rico. Results. Sixty-eight of 89 surveys (76%) were returned. Forty-one respondents (60%) had a written and approved plan for programmatic curricular outcomes assessment, 18% assessed the entire curriculum, and 57% had partial activities in place. Various standardized and institution-specific assessment instruments were employed. Institutions differed as to whether an individual or a committee had overall responsibility for assessment. Conclusion. To move the assessment process forward, each college and school should identify a person or group to lead the effort. Additional validated assessment instruments might aid programmatic assessment. Future studies should identify the reasons for selecting certain assessment instruments and should attempt to identify the most useful ones.

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