Applicability of Progress Testing in Veterinary Medical Education

Abstract

A substantial part of graduate education in veterinary medicine is spent in clinical practice. During the clinical experiential phase, it is difficult to monitor students' actual knowledge development: they build individual records of experiences based on the cases they have to deal with, while mainly focusing on knowledge that is of direct, clinical relevance to them. As a result, students' knowledge bases may differ to such a degree that a single test alone may not be able to provide an adequate reflection of progress made. In these circumstances, progress testing, which is a method of longitudinal assessment independent of the curricular structure, may offer a viable solution. The purpose of this study, therefore, was to determine the extent to which progress tests (PT) can be used to monitor progress in knowledge development at a graduate level in veterinary medical education. With a 6-month interval, we administered two tests to students based on the Maastricht Progress Test format that covered a large variety of veterinary topics. Consequently, we analyzed students' progress in knowledge development. Based on a substantive appraisal of the questions and analysis of the test results, we concluded that the tests met the measurement criteria. They appeared sensitive enough to gauge the progress made and were appreciated by the students. Hence, in spite of the differences within the whole graduate group, the PT format can be used to monitor students' knowledge development.

Status Quo of Progress Testing in Veterinary Medical Education and Lessons Learned

“…Progress testing in veterinary medical education has gained increasing importance in Europe over the last 10 years (8,9). To gain more knowledge concerning the distribution of progress testing at European veterinary schools, a literature search and an online survey were carried out.…”

“…Progress Testing at Utrecht University According to Favier et al (9) In 2011/2012, the Dutch Faculty of Veterinary Medicine at Utrecht University was the first European educational institute which had carried out progress testing twice as a pilot study. After adapting their curriculum in 2007, the main question was whether progress testing could be adapted to veterinary medical education.…”

“…For the students, the questions seemed difficult but the "don't know" option had a neutral effect on them. Favier et al (9) pointed out that progress testing is suitable for a curriculum with a large amount of species as in veterinary medical education. Progress testing is a very variable tool and therefore completely independent of different curricula.…”

“…Progress tests (PT) are well-known in medical education (1)(2)(3)(4)(5). Lately, PTs have been applied in related fields like dentistry (6), psychology (7), or veterinary medicine (8,9).…”

“…In veterinary medicine, PTs are conducted in Europe in Utrecht, the Netherlands (9) and in German-speaking countries where the test is called "progress test veterinary medicine" (PTT, Progress Test Tiermedizin) (8).…”