Context and setting The curriculum for graduate medical education in India aims to prepare doctors for primary care. The ability to plan and implement a health education programme that addresses a community's health needs is one of the competencies the student is expected to acquire. However, most medical schools in India neither formatively nor summatively test the acquisition of this competency. Why the idea was necessary It is well known that assessment drives learning. The performance of a systematic health education programme that addresses a community's health problems requires the learning of several subsets of skills, which include: identifying the community's main health problems; identifying behaviours that contribute to the main problems (educational diagnosis); preparing lesson plans; developing appropriate audiovisual communication material; using audiovisual aids effectively, and delivering key health education messages. Because student performance of these skills subsets is not objectively assessed, this study was initiated to develop checklists to assess each of the component skills subsets.
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