The progress test as a diagnostic tool for a new PBL curriculum

Alwan, Ibrahim Al; Al-Moamary, Mohamed S.; Alattas, Nadia; Kushi, A Al; Albanyan, Esam A.; Zamakhshary, Mohammed; Kadri, Hanan M. F. Al; Tamim, Hani; Magzoub, M.; Hajeer, Ali H.; Schmidt, Henk G.

doi:10.4103/1357-6283.101426

Cited by 17 publications

(3 citation statements)

References 12 publications

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“…These identified gaps can then guide curricular improvement decisions and pinpoint departments in need of faculty development. 127 A few curricula have been revised based on data collated around progress testing, 54,89,100 while others found it useful to have an overview of their curriculum. 5,8,57,79,90,114,117…”

Section: Discussionmentioning

confidence: 99%

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Written-Based Progress Testing: A Scoping Review

et al. 2022

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PurposeProgress testing is an increasingly popular form of assessment in which a comprehensive test is administered to learners repeatedly over time. To inform potential users, this scoping review aimed to document barriers, facilitators, and potential outcomes of the use of written progress tests in higher education. MethodThe authors followed Arksey and O'Malley's scoping review methodology to identify and summarize the literature on progress testing. They searched 6 databases (Academic Search Complete,

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Section: Discussionmentioning

confidence: 99%

“…5,6,8,56,61,70,71,77,91,98,106 As such, progress tests were often considered to be a rich source of data for curriculum evaluation (i.e., by highlighting curricular gaps) (n = 20). 1,5,6,8,10,49,54,57,61,70,75,79,89,90,100,108,[114][115][116][117]…”

Section: Whomentioning

confidence: 99%

Written-Based Progress Testing: A Scoping Review

et al. 2022

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“…Progress tests were introduced more than 40 years ago and have been mainly implemented in medicine (Arnold & Willoughby, 1990;Van der Vlueten, 1996;Al Alwan et al, 2011). This approach of assessment was eventually adopted by other medical disciplines, including pharmacy and dentistry (Begly, Monaghan & Qi, 2013;Karimi et al, 2014;Bennet et al, 2010;Medina, 2017).…”

Section: Introductionmentioning

confidence: 99%

A quantitative perspective on the correlation between students’ cumulative grade point average and their results in the Doctor of Pharmacy programme in Saudi Arabia

Albekairy,

Obaidat,

Alqasomi

et al. 2023

Pharm Educ

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Background: The colleges of pharmacy in Saudi Arabia share a set of unified programme learning outcomes for their Doctor of Pharmacy (Pharm.D.) programmes. Based on this, a unified progress test for pharmacy students has been implemented over the past five years. The aim of this study is to correlate the students’ results in the test to their cumulative grade point average (cGPA). Methods: The progress test is usually composed of 100 multiple choice questions, 30 of which cover basic pharmaceutical sciences and 70 cover pharmacy practice. The questions were selected from a question bank for this purpose prepared by the participating colleges. The test was administered online to all undergraduate students in the professional programmes of the participating colleges. Results: The attendance percentage was approximately 72% of the total number of students enrolled in 16 participating colleges. The results indicated positive correlation between the students’ results in the test and their cGPA, however, there was some negative correlation, especially in the first professional levels of some programmes. Conclusion: The results showed an overall good and reasonable correlation mainly for professional third and fourth year students. It was difficult to draw conclusions about the strength of the test in assessing the programme learning outcomes.

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