10 years of experience in adopting, implementing and evaluating progress testing for Saudi medical students

Alamro, Ahmad; Alghasham, Abdullah; Al‐Shobaili, Hani A.; Alhomaidan, Homaidan T.; Wadi, Majed Mohammed; Saleh, Mohamed

doi:10.1016/j.jtumed.2022.07.008

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Herrmann et al (2020) found that non-participants in PT cited the reason for not taking the exam as insufficient time, lack of enthusiasm, or effort, and few forgot to take the test.The finding reported that most nursing students improved on their second progress exam compared to the previous one. This finding matches the study ofAlamro et al (2023), who found that students' test scores increased with program level in every PT exam for medical students at Qassim College of Medicine (QCM) in Saudi Arabia. First-year students scored 3.0% to 7.9%, and fifth-year students 34.0% to 43.0%.…”

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confidence: 88%

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Enhancing Academic Monitoring: Examining The Correlation Between The Results Of Progress Test And The Cumulative Grade Point Averages Of Nursing Students

Hassan

2024

EATP

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Introduction: Progress Tests (PTs) are a key tool in nursing education, designed to assess and track the students' advancement throughout the program. PTs may also be utilised to assess students' readiness for the licensure examination. Aim: To evaluate the nursing students' performance improvement in the annual progress test and analyse its relationship with their cumulative grade point averages (CGPAs) in the same academic year. Methods: A longitudinal observational study using a retrospective analysis is used. A convenient sampling method is used to fulfil the aim. Out of the 250 students who completed the nursing program from four cohorts, only 106 nursing graduates met the eligibility criteria. Result: the Wilcoxon Signed-Rank Test found a significant difference in the students' PT scores between the third and fourth years (z = -3.671, p = .000) with a small negative effect size r = -0.25213. Despite a notable decrease in the students' PT median scores in the fourth year (Md = 49) compared to the third year (Md = 51), a substantial majority of students, 86 (81%), demonstrated improvement in their second PT. Moreover, there is a positive correlation between the CGPA of nursing students and their performance in progress tests in the same year [rs (104) = 0.548, p = < .00] for the third year and [rs (104) = 0.519, p = < .001] for the fourth year, both of which were statistically significant. Conclusion: Progress exams are an effective means of consistently tracking a student's advancement in the programme. The CGPA serves as an indicator of the nursing student's performance in the progress test. Students with higher CGPA also performed better on the PT during the same academic year.

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confidence: 88%

“…However, they noted that specific programs negatively correlated, particularly in the first professional year. Alamro et al (2022) also investigated the College of Medicine and found that PT can track student understanding as they proceed through their program. As students progressed in their programs, their grades increased.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Academic Monitoring: Examining The Correlation Between The Results Of Progress Test And The Cumulative Grade Point Averages Of Nursing Students

Hassan

2024

EATP

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“…In medicine, PT implementation as an instrument for assessing undergraduate student performance began in the 1980s in European countries, and is consolidated in courses in countries such as the Netherlands ( 2 ) , Germany ( 3 ) and Saudi Arabia ( 4 ) . In Brazil, the first experiences of implementing the test in medical schools date back to the end of the 1990s ( 5 ) .…”

Section: Introductionmentioning

confidence: 99%

Implementation of the São Paulo Nursing Courses Consortium for the Progress Test: experience report

Dias,

Silva,

Salvetti

et al. 2024

Rev. esc. enferm. USP

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Objective: To report the experience of implementing the São Paulo Nursing Courses Consortium for the Progress Test. Method: This is an experience report of the consortium’s work in Progress Test preparation and application for Public Schools of Nursing in São Paulo in 2019, 2021 and 2022, with a descriptive analysis of the work process and the results obtained. Results: The consortium’s activities are structured into the following stages: planning; theme review; distributing and requesting questions; professor training; question elaboration; question reception; question selection; question validation; student registration; test application; analysis and dissemination of results. A total of 57.3% of enrolled students participated. There was a predominance of questions of medium difficulty and a gradual progression in the level of discrimination of the questions, with, in 2022, 82.5% being considered adequate. Final considerations: The consortium has allowed the test to be applied interinstitutionally, with greater scope, accuracy, and quality of questions. Through this experience, it is expected to encourage progress testing in undergraduate nursing courses in other contexts.

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Development of qualified items for nursing education assessment: The progress testing experience

Moreno Dias,

Giunta da Silva,

Hamamoto Filho

et al. 2024

Nurse Education in Practice

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10 years of experience in adopting, implementing and evaluating progress testing for Saudi medical students

Cited by 3 publications

References 24 publications

Enhancing Academic Monitoring: Examining The Correlation Between The Results Of Progress Test And The Cumulative Grade Point Averages Of Nursing Students

Enhancing Academic Monitoring: Examining The Correlation Between The Results Of Progress Test And The Cumulative Grade Point Averages Of Nursing Students

Implementation of the São Paulo Nursing Courses Consortium for the Progress Test: experience report

Development of qualified items for nursing education assessment: The progress testing experience

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