Collaborative progress test (cPT) in three medical schools in Indonesia: The validity, reliability and its use as a curriculum evaluation tool

Findyartini, Ardi; Werdhani, Retno Asti; Iryani, Detty; Rini, Eka Agustia; Kusumawati, Ratna; Poncorini, Eti; Primaningtyas, Widana

doi:10.3109/0142159x.2014.948831

Cited by 11 publications

(22 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, it is essential to verify evidence of validity to measure students' performance on certain knowledge. (24,25) The structuring of assertions and alternatives in multiple-choice tests for use in the PT is also an important aspect for reliability of the results. In this sense, the assertions of the tests should not only require the student to memorize, but mainly to address higher taxonomic categories, such as synthesis or evaluation.…”

Section: Discussionmentioning

confidence: 99%

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

2018

View full text Add to dashboard Cite

Resumo Objetivo: Conhecer o desempenho e a percepção dos estudantes de enfermagem na prova de progressão e verificar a existência de relação entre o desempenho e a série em curso e entre o desempenho e o grau de dificuldade da prova. Métodos: Trata-se de um estudo descritivo de abordagem quantitativa, utilizou-se um instrumento constituído por questões sócio demográficas, classificação do grau de dificuldade da prova e duas perguntas sobre vantagens e desvantagens da prova de progressão. Resultados: A população constituiu-se de 78 estudantes. Apresentaram idade média de 24,4 anos e predomínio do sexo feminino, 89,7%. Os estudantes que consideraram a prova fácil tiveram desempenho maior (p=0.036), os estudantes do segundo ano destacaram-se em relação ao primeiro (p=0,014). Consideraram vantagem: conteúdo da prova 32,0%, progressão e desempenho 25,7%, questões de múltipla escolha 23,1%, e preparo para concursos 7,7%. As desvantagens, 39,7% prova muito extensa, 26,9% ausência de conhecimento, 15,3% temática e estrutura inadequadas e 6,4%pouco tempo para realização da prova. Conclusão: A Prova de Progressão avalia o desempenho do estudante longitudinalmente, identifica potencialidades e fragilidades curriculares, além de avaliar a instituição. Compreende um dos instrumentos avaliativos no uso de metodologias ativas de ensino e deve ser incentivada quanto à sua aplicabilidade nos cursos de graduação.

show abstract

Section: Discussionmentioning

confidence: 99%

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

2018

View full text Add to dashboard Cite

show abstract

“…For instance, the PT, which focuses on functional knowledge (knowledge that comes with repetition), provides valuable information that can be used for feedback and has research potential that can be used in education. 32 This contributed to the development, implementation and rapid spread of various types of PTs in many medical schools worldwide; including in South Africa, 33 Indonesia, 34 Germany, 35 and the US. 36 A national PT is being administered in Saudi Arabia by the college of medicine at Qassim University and is offered to all medical colleges willing to participate.…”

Section: Introductionmentioning

confidence: 99%

Predictive validity of pre-admission assessments on medical student performance

et al. 2017

View full text Add to dashboard Cite

ObjectivesTo examine the predictive validity of pre-admission variables on students’ performance in a medical school in Saudi Arabia. MethodsIn this retrospective study, we collected admission and college performance data for 737 students in preclinical and clinical years. Data included high school scores and other standardized test scores, such as those of the National Achievement Test and the General Aptitude Test. Additionally, we included the scores of the Test of English as a Foreign Language (TOEFL) and the International English Language Testing System (IELTS) exams. Those datasets were then compared with college performance indicators, namely the cumulative Grade Point Average (cGPA) and progress test, using multivariate linear regression analysis.ResultsIn preclinical years, both the National Achievement Test (p=0.04, B=0.08) and TOEFL (p=0.017, B=0.01) scores were positive predictors of cGPA, whereas the General Aptitude Test (p=0.048, B=-0.05) negatively predicted cGPA. Moreover, none of the pre-admission variables were predictive of progress test performance in the same group. On the other hand, none of the pre-admission variables were predictive of cGPA in clinical years. Overall, cGPA strongly predict-ed students’ progress test performance (p<0.001 and B=19.02).ConclusionsOnly the National Achievement Test and TOEFL significantly predicted performance in preclinical years. However, these variables do not predict progress test performance, meaning that they do not predict the functional knowledge reflected in the progress test. We report various strengths and deficiencies in the current medical college admission criteria, and call for employing more sensitive and valid ones that predict student performance and functional knowledge, especially in the clinical years.

show abstract

“…Progress testing (PT) has become widely used in many medical and health institutions all over the world, [1][2][3][4][5][6][7][8][9][10] since it was introduced for the first time in 1970 by the University of Missouri-Kansas City School of Medicine and Maastricht University in Netherlands. 11 PT's growth is related to its characteristics in providing longitudinal and repeat assessment for students during their training.…”

Section: Introductionmentioning

confidence: 99%

Progress Testing and Module Final Scoring as part of Curriculum Evaluation in Faculty of Medicine Syarif Hidayatullah State Islamic University Jakarta, Indonesia

Fadhilah

Sari

Dwiyanti

et al. 2020

Int. J. Hum. Health Sci.

View full text Add to dashboard Cite

Introduction: Progress testing (PT) reflects students’ knowledge development and is a valuable indicator for curriculum evaluation. Since 2009, Faculty of Medicine Syarif Hidayatullah State Islamic University Jakarta (FMSH) has been conducting PT every year as a formative assessment. In 2012, curriculum reform was addressed to revise the 2005 curriculum; until then PT and curriculum evaluation were not conducted concurrently. This study aims to evaluate PT and assess whether there is a relationship between PT performance and final scores in modules, as part of curriculum evaluation.Method: It reviews PT for two cohorts: 571 students in 2015 and 562 students in 2016. 120 systembased topics were addressed in the PT. In this study the final scores for the old (2015) and new (2016) curriculum neuropsychiatry modules are reviewed, since their scores were lower than for other modules. Comparisons were made using ANOVA. Pearson correlations were calculated to examine the relationship between PT and final module scores.Results: This study revealed that PT scores between each grade (p < 0.001) from 2015 to 2016 improved significantly (54.49 ± 7.43 and 55.07 ± 8.32; p < 0.001). The mean of the final score of the new neuropsychiatry module was 69.36 ± 3.78 while the old one was 70.92 ± 3.99. Furthermore, Pearson correlation showed a weak correlation between final scores for the neuropsychiatry module and PT scores in 2015 (ρ = 0.191, p = 0.011).Discussion: PT scores increased significantly. Despite the final score of the new neuropsychiatry module being lower than the old one, there was heterogeneity in scores within the old neuropsychiatry module. The small number of neuropsychiatry items in the PT explains why the correlation between PT and final scores was weak. The weak correlation between final scores for the neuropsychiatry module and the PT scores in 2015; PT and final module scores seem reliable as indicators of curriculum evaluation. Further study is needed to analyze more cohort PT scores and modules.International Journal of Human and Health Sciences Vol. 05 No. 01 January’21 Page: 62-68

show abstract

Collaborative progress test (cPT) in three medical schools in Indonesia: The validity, reliability and its use as a curriculum evaluation tool

Cited by 11 publications

References 14 publications

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas

Predictive validity of pre-admission assessments on medical student performance

Progress Testing and Module Final Scoring as part of Curriculum Evaluation in Faculty of Medicine Syarif Hidayatullah State Islamic University Jakarta, Indonesia

Contact Info

Product

Resources

About