Researchers at the Australian Council for Educational Research (ACER) presented a diverse array of insightful presentations, papers and workshops aimed at improving and enhancing the assessment of clinical competence. The sessions delved into the complexities of modern medical education with depth and insight, from pioneering studies that explored borderline regression standard setting, to thought-provoking symposiums tackling the co-existence of programmatic assessment and certifying examinations. Other sessions shared the transformative journey from unstructured ’Vivas’ (oral examinations) to Objective Structured Clinical Examinations (OSCEs), explored the nuances of levels-based marking schemes, and unpacked the intricacies of interpreting item analysis data for written examinations. They also shared their experiences in reforming radiopharmaceutical science training through a programmatic approach to assessment, highlighting the tangible benefits of collaborative efforts with esteemed medical institutions.