A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71

Wrigley, William J.; Vleuten, Cees van der; Freeman, Adrian; Muijtjens, Arno

doi:10.3109/0142159x.2012.704437

Cited by 138 publications

(220 citation statements)

References 71 publications

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“…A key component to constructing valid, high quality items for progress tests concerns ensuring their relevance in testing a new graduate's knowledge. A recent review (Wrigley et al 2012) describes five criteria for improving relevance: ''. .…”

Section: Assessing Integrationmentioning

confidence: 99%

The integrated curriculum in medical education: AMEE Guide No. 96

Brauer¹,

2014

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The popularity of the term "integrated curriculum" has grown immensely in medical education over the last two decades, but what does this term mean and how do we go about its design, implementation, and evaluation? Definitions and application of the term vary greatly in the literature, spanning from the integration of content within a single lecture to the integration of a medical school's comprehensive curriculum. Taking into account the integrated curriculum's historic and evolving base of knowledge and theory, its support from many national medical education organizations, and the ever-increasing body of published examples, we deem it necessary to present a guide to review and promote further development of the integrated curriculum movement in medical education with an international perspective. We introduce the history and theory behind integration and provide theoretical models alongside published examples of common variations of an integrated curriculum. In addition, we identify three areas of particular need when developing an ideal integrated curriculum, leading us to propose the use of a new, clarified definition of "integrated curriculum", and offer a review of strategies to evaluate the impact of an integrated curriculum on the learner. This Guide is presented to assist educators in the design, implementation, and evaluation of a thoroughly integrated medical school curriculum.

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Section: Assessing Integrationmentioning

confidence: 99%

The integrated curriculum in medical education: AMEE Guide No. 96

Brauer¹,

2014

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“…This may reflect the current UL-GEMS philosophy whereby the PT is used as a test of knowledge acquisition and for benchmarking purposes, rather than in the true meaning of a formative assessment instrument, where the focus is on providing feedback (Wrigley et al, 2012, Rushton, 2005.…”

Section: Discussionmentioning

confidence: 99%

Red, yellow and green: What does it mean? How the progress test informs and supports student progress

2016

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Objectives: Most medical schools using progress tests (PTs) provide feedback by identifying poorly-performing students utilizing a traffic-light system of green (satisfactory), yellow (borderline) and red (unsatisfactory) categories. There is little research assessing students' perceptions or usage of this feedback. This study proposed to determine the effectiveness of formative PTs at informing and supporting student progress.Methods: A mixed methods study was performed, involving a retrospective analysis of a results database to establish the predictive validity of PT categories and semi-structured interviews to explore students' perceptions of PT feedback.Results: Quantitative analysis revealed that students who always scored green performed better in their summative exams and graduated with a higher final degree than those who received a yellow or red category at least once. Qualitative analysis revealed that most students scoring well perceived the PT as having informed their progress with all students scoring poorly perceiving that it didn't inform their progress. Most students agreed that the current feedback is insufficient and doesn't guide their on-going learning. Conclusion:While this study demonstrated that the PT is a useful predictive tool for informing student progress, in its current format it's not fulfilling a truly formative role and thus supporting student progress sufficiently.

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“…Organ systems are taken as the basis in the design phase of the test [23]. At another stage in the preparation of the test, tables can be used to prevent representation of different disciplines (Internal Medicine, Pathology, Physiology, Anatomy, Pediatrics, etc.).…”

Section: How Is a Progress Test Prepared?mentioning

confidence: 99%

“…or processes (the foundation of medicine, virulence, etc.) [23]. Also, the number of questions can be determined on the basis of the row-column combinations of test content in each cell of the table, so that it can be seen from the table how many questions were asked about which organ system and which discipline.…”

Section: How Is a Progress Test Prepared?mentioning

confidence: 99%

Progress Testing in Undergraduate Medical Education

2016

Ann Clin Anal Med

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ÖzetGelişim sınavı, özellikle probleme dayalı öğretim sisteminde eğitim gören tüm tıp öğrencilerinin eğitim boyunca tıbbın tüm alanlarında kazandıkları bilgi dü-zeyini yansıtan kapsamlı bir test örneğidir. Gelişim sınavı, eğitim yılı boyunca belirli aralıklarla tüm sınıfların aynı anda aynı sorularla sınava oturdukları, kişisel gelişimlerinin not edildiği bir sınavdır. Gelişim sınavı büyük bir soru bankasından rastgele seçilen çoktan seçmeli, kısa yanıtlı, açık uçlu sorulardan oluşabilen ve müfredat boyunca öğrencilerin kişisel gelişimlerinin gözlemle-nerek öğrencilere geribildirim verildiği, tüm öğrenme sürecini değerlendiren bir testtir. Gelişim sınavları eğitim programının değerlendirilmesinde program değerlendiricilerine eşssiz fırsatlar sunan kapsamlı, boylamsal bir testtir. Anahtar KelimelerGelişim Sınavı; Mezuniyet Öncesi Tıp Eğitimi; Probleme Dayalı Öğrenme; Program Değerlendirme; Derinlemesine Öğrenme AbstractProgress testing is a comprehensive type of testing that measures the level of knowledge gained by medical students, especially those whose curricula incorporate problem-based learning system. Progress testing involves simultaneously administering tests consisting of identical questions to all student classes at certain intervals throughout an academic year. These tests record the individual progress of students. Progress tests may consist of multiplechoice, short-answer, and open-ended questions randomly selected from an exhaustive question bank. The tests aim to observe the progress of each student through the curriculum, giving them feedback, and evaluating the entire learning process. Progress testing is a comprehensive, longitudinal type of testing offering unique opportunities for those evaluating educational programs.

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A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71

Cited by 138 publications

References 71 publications

The integrated curriculum in medical education: AMEE Guide No. 96

The integrated curriculum in medical education: AMEE Guide No. 96

Red, yellow and green: What does it mean? How the progress test informs and supports student progress

Progress Testing in Undergraduate Medical Education

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