Adaptation of medical progress testing to a dental setting

Bennett, J. H.; Freeman, Adrian; Coombes, Lee; Kay, Liz; Ricketts, Chris

doi:10.3109/0142159x.2010.486057

Cited by 22 publications

(35 citation statements)

References 5 publications

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“…The fact that it is designed to test knowledge at graduate level makes it perfect for joint production, joint administration and joint research. The many emerging collaborations [1, 2, 5–9, 35] are proof of this. This is not to say that collaboration is easy or comes naturally.…”

Section: Expectations and Practicalities Of Progress Testingmentioning

confidence: 95%

The use of progress testing

2012

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Progress testing is gaining ground rapidly after having been used almost exclusively in Maastricht and Kansas City. This increased popularity is understandable considering the intuitive appeal longitudinal testing has as a way to predict future competence and performance. Yet there are also important practicalities. Progress testing is longitudinal assessment in that it is based on subsequent equivalent, yet different, tests. The results of these are combined to determine the growth of functional medical knowledge for each student, enabling more reliable and valid decision making about promotion to a next study phase. The longitudinal integrated assessment approach has a demonstrable positive effect on student learning behaviour by discouraging binge learning. Furthermore, it leads to more reliable decisions as well as good predictive validity for future competence or retention of knowledge. Also, because of its integration and independence of local curricula, it can be used in a multi-centre collaborative production and administration framework, reducing costs, increasing efficiency and allowing for constant benchmarking. Practicalities include the relative unfamiliarity of faculty with the concept, the fact that remediation for students with a series of poor results is time consuming, the need to embed the instrument carefully into the existing assessment programme and the importance of equating subsequent tests to minimize test-to-test variability in difficulty. Where it has been implemented—collaboratively—progress testing has led to satisfaction, provided the practicalities are heeded well.

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Section: Expectations and Practicalities Of Progress Testingmentioning

confidence: 95%

The use of progress testing

2012

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“…Progress testing, quite popular in the Netherlands and other countries for several years, only recently has been valued as an evaluation tool in Brazilian educational institutions. Progress testing has been used by medical schools that have implemented curriculum changes, by some graduate programs and by some individual courses [1][2][3][4][5][6] .…”

Section: Introductionmentioning

confidence: 99%

“…The content of the test items is based on national curriculum guidelines for medical schools instituted by the Ministry of Education and Culture. The extant literature on medical education suggests that there are different ways of creating and implementing Progress testing [1][2][3][4][5][6]9 . A progress testing was applied twice a year to all students from 2001 to 2004 who were enrolled at the University of São Paulo School of Medicine.…”

Section: Introductionmentioning

confidence: 99%

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Rosa

Isoppo

Cattaneo

et al. 2017

Rev. bras. educ. med.

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“…[7][8][9][10][11] Our school was the first dental school to use progress testing as a major summative academic assessment D ental students are assessed using a range of methods in their final-year examinations. 12,13 The standard of each progress test, referred to as an applied dental knowledge (ADK) test, is set at the level of knowledge expected for a newly qualified dentist as outlined in the learning outcomes for dentists by the General Dental Council. Assessment of clinical skills is usually carried out using objective structured clinical examinations (OSCEs) and case presentations.…”

mentioning

confidence: 99%

Correlations Between Final‐Year Dental Students’ Performance on Knowledge‐Based and Clinical Examinations

Ali¹,

Jerreat

Zahra

et al. 2017

Journal of Dental Education

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Dental students are assessed using a range of methods in their final-year examinations. The aim of this study was to explore the correlations and predictive value of final-year dental students' performance on knowledge-based and clinical assessments. Examination data related to applied dental knowledge (ADK), exit case presentation (CP), and integrated structured clinical examination (ISCE) assessments for five consecutive cohorts of final-year students at one U.K. dental school from 2011-12 to 2015-16 were collated. The relationships between the scores produced by each assessment were investigated to explore the relative contributions of each to the understanding of students' abilities across the domains. The study utilized data from all 304 students: 147 (48.4%) females and 157 (51.6%) males. Significant positive correlations were found between ISCE and ADK performance (r(391)=0.42, p<0.001) as well as between ISCE and CP (r(391)=0.44, p<0.001). In addition, both ADK performance and CP performance were significant predictors (at p<0.001) of ISCE performance. This study provides important information about the relationship between these students' performance across knowledge (ADK) and clinical (ISCE and CP) domains and highlights their predictive value. Further research is required to establish if these findings can be generalized and to explore the correlations between performance of dental students before and after graduation.

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Adaptation of medical progress testing to a dental setting

Cited by 22 publications

References 5 publications

The use of progress testing

The use of progress testing

O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina

Correlations Between Final‐Year Dental Students’ Performance on Knowledge‐Based and Clinical Examinations

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