This section turns curriculum outcomes into an exam. It starts with the blueprint. That is the grid that maps what the program must assess against the stations that will assess it. It ends with a bank of reviewed stations. Each has its own scoring scheme, candidate instructions, examiner brief, and simulated patient script.
The blueprint is the single most important document in the cycle. It decides what the exam samples are and, therefore, what a pass means. Build it from the outcomes, not from the stations a faculty member happens to have. That is the difference between an exam that measures competence and one that measures luck.
The section then covers the structural choices. How many stations does a reliable exam need? How long should each one run? What does the evidence say about station count, station length, and total testing time? When does a checklist serve better than a global rating, and when should a station use both? How should the scheme handle a task the candidate must not fail? How should it weight the parts of a task?
The last part is craft. Writing a station that tests the intended skill and nothing else is hard. The section shows how to draft, pilot, and review a station. It shows how to brief a simulated patient so the case plays the same way every time. It also covers how to keep a station bank fresh without leaking it.
Station writers, the blueprint working group, and the assessment committee own this section.