First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study

Abstract

IntroductionProgress testing is a special form of longitudinal and feedback‐oriented assessment. Even though well established in human medical curricula, this is not the case in dental education. The aim was the prospective development and implementation of the first reported German‐language Dental Progress Test (DPT) for the undergraduate dental curriculum at the Medical University of Graz, Austria.Material and methodsParticipation in DPT was compulsory for all dental students in terms 7‐12 (years 4‐6). Three tests, each consisting of 100 items out of a pool of 375, were administered within 3 consecutive terms in 2016 and 2017. Rasch analyses were used to evaluate the questionnaire and identify misfitting items.ResultsIn the item responses, 59.7% were “correct,” 27.0% were “false” and 13.3% were answered with “don't know,” with similar results at all 3 time points. The assumption of parallel ICC was met (T1: χ2 = 51.071, df = 74, P = .981; T2: χ2 = 57.044, df = 67, P = .802; T3: χ2 = 58.443, df = 72, P = .876) and item difficulties for the thematic fields were similarly distributed across the latent dimensions.ConclusionThe newly introduced DPT is appropriate for testing dental students and is well balanced for the tested target group.

Written-Based Progress Testing: A Scoping Review

“…We repeated these steps following the second iteration of the search and added 7 articles for a total of 104 articles included in our analyses. 1,3,5–14,16,27–117…”

“…The implementation of progress testing also requires additional resources (n = 17). 6,7,9,52,54–66 From a faculty perspective, the implementation of an unfamiliar form of assessment requires extensive resources, qualified staff, time, and suitable infrastructures.…”

“…5,50,51,53,78,83,91,92,95 Our data showed the impact on student acceptance of progress testing, with lack of buy-in decreasing their morale and subsequently showing little impact on their learning. 16,53,61 Providing explicit feedback 50,53,60,77,79,84,86–88,91,92,94,95 and offering an orientation to progress testing 8,48,54–56,78,86 were ways to counter this potential negative consequence. In addition, a change in local culture, to favor an assessment for learning paradigm, increased students’ acceptance of progress testing.…”

“…Test content also contributed to learners' appreciation (n = 11). 8,11,50,53,55,61,66,[80][81][82][83] Progress tests that presented a comprehensive approach to content were perceived as more relevant in the context of problembased learning curricula. The presence of clinically contextualized test items related to encounters from early in the learning process enhanced learner motivation by stimulating curiosity and therefore reinforcing the learning process.…”

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

“…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).…”