Progress testing as a pattern of excellence for the assessment of medical students’ knowledge: concepts, history, and perspective

Cecílio-Fernandes, Dario; Bicudo, Angélica Maria; Filho, Pedro Tadao Hamamoto

doi:10.11606/issn.2176-7262.rmrp.2021.173770

Cited by 15 publications

(45 citation statements)

References 27 publications

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“…Through first to last year of medical training, all students answer the same test and receive feedback on their performance. The Progress Test is based on a blueprint with questions requiring both a lower and a higher level of cognitive processing, covering the content that every just-graduated student should have [23,24].…”

Section: Progress Testmentioning

confidence: 99%

Exploring pooled analysis of pretested items to monitor the performance of medical students exposed to different curriculum designs

et al. 2021

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Several methods have been proposed for analyzing differences between test scores, such as using mean scores, cumulative deviation, and mixed-effect models. Here, we explore the pooled analysis of retested Progress Test items to monitor the performance of first-year medical students who were exposed to a new curriculum design. This was a cross-sectional study of students in their first year of a medical program who participated in the annual interinstitutional Progress Tests from 2013 to 2019. We analyzed the performance of first-year students in the 2019 test and compared it with that of first-year students taking the test from 2013 to 2018 and encountering the same items. For each item, we calculated odds ratios with 95% confidence intervals; we also performed meta-analyses with fixed effects for each content area in the pooled analysis and presented the odds ratio (OR) with a 95% confidence interval (CI). In all, we used 63 items, which were divided into basic sciences, internal medicine, pediatrics, surgery, obstetrics and gynecology, and public health. Significant differences were found between groups in basic sciences (OR = 1.172 [CI95% 1.005 CI 1.366], p = 0.043) and public health (OR = 1.54 [CI95% CI 1.25–1.897], p < 0.001), which may reflect the characteristics of the new curriculum. Thus, pooled analysis of pretested items may provide indicators of different performance. This method may complement analysis of score differences on benchmark assessments.

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Section: Progress Testmentioning

confidence: 99%

Exploring pooled analysis of pretested items to monitor the performance of medical students exposed to different curriculum designs

et al. 2021

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“…2,8 Progress testing aims to measure students' knowledge at the end level and allows the measurement of knowledge growth. 8,9 In addition, progress testing forces students to study over time, encouraging more profound and deep learning 10 since it is impossible for students to cram before the test. Alternatively, students must acquire information continuously in such a way that it is available when required.…”

Section: Introductionmentioning

confidence: 99%

Longitudinal evaluation of the Ophthalmology residents in Brazil: an observational prospective study

2023

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BACKGROUND: The longitudinal evaluation of students seems to be a better way to assess their knowledge compared with that of the traditional methods of evaluation, such as modular and final tests. Currently, progress testing is the most consolidated type of longitudinal testing method. However, despite being well consolidated as an assessment tool in medical education, the use of this type of test in residency programs is scarce. OBJECTIVES: This study aimed to investigate residents' knowledge growth regarding residency training and to describe the implementation of a longitudinal evaluation test in ophthalmological residency training across several medical schools in Brazil. Finally, the study aimed to check whether performance in the tests can be used as a predictor of the results of the specialist title test. DESIGN AND SETTING: This was a prospective observational study. This study was conducted using an online platform. METHODS: Online tests were developed following the same pattern as the Brazilian Ophthalmology Council specialist tests. All the residents performed the test simultaneously. The tests were conducted once a year at the end of the school year. RESULTS: A progress test was conducted across 13 services with 259 residents. Our results demonstrated that resident scores improved over the years (P < 0.0001) and had a moderate correlation with the Brazilian Opthalmology Council specialist test (P = 0.0156). CONCLUSION: The progress test can be considered a valuable tool to assess knowledge, meaning their knowledge increased over residency training. In addition, it can be used as a predictor of the result in the specialist title test.

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“…Tem-se tentado cada vez mais associar os resultados do TP com aqueles obtidos no processo seletivo da RM 12,17 . Tais associações podem ser comparadas porque ambos medem competências cognitivas desejadas ao final do curso.…”

Section: Introductionunclassified

Correlação entre o desempenho no Teste do Progresso e a aprovação na residência médica

Guimarães

Chiesa

Bessa

2022

Rev. bras. educ. med.

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Resumo: Introdução: O Teste do Progresso (TP) permite uma avaliação acadêmica seriada com diversos benefícios para o aluno e a instituição de ensino. Trata-se de uma ferramenta complementar de avaliação. Tem-se tentado cada vez mais associar os resultados no TP com aqueles obtidos no processo seletivo da residência médica (RM), em razão de ambos medirem competências cognitivas. Objetivo: Este estudo teve como objetivo correlacionar o desempenho no TP de egressos do curso de Medicina com o resultado obtido por eles no processo seletivo para admissão na RM. Método: Trata-se de estudo transversal, quantitativo, realizado no período de julho de 2021 a março de 2022 com 143 alunos do curso de Medicina da Universidade de Fortaleza, que realizaram anualmente o TP no período da sua graduação e participaram do Processo de Seleção Unificada para Residência Médica do estado do Ceará. Resultado: Foi encontrada uma correlação significativa positiva (ρ = 0,257**; p < 0,001) entre a média de pontuação de todos os anos do TP e a aprovação na primeira fase da residência, bem como entre as notas do TP do sexto ano com a aprovação na primeira fase da residência (ρ = 0,354**; p < 0,001). Também houve correlação positiva entre as médias do TP e as notas do TP do sexto ano com a aprovação na segunda e última fase da RM (ρ = 0,226**; p < 0,001 e ρ = 0,265**; p < 0,001, respectivamente). Conclusão: Como o TP mostrou ser um excelente preditor de resultados em exames somativos de ampla concorrência, ele pode ser considerado uma ferramenta importante para o sucesso nas seleções de RM. Por conta disso, sugere-se que o TP seja cada vez mais valorizado tanto pelos alunos quanto pelas instituições que o aplicam.

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Progress testing as a pattern of excellence for the assessment of medical students’ knowledge: concepts, history, and perspective

Cited by 15 publications

References 27 publications

Exploring pooled analysis of pretested items to monitor the performance of medical students exposed to different curriculum designs

Exploring pooled analysis of pretested items to monitor the performance of medical students exposed to different curriculum designs

Longitudinal evaluation of the Ophthalmology residents in Brazil: an observational prospective study

Correlação entre o desempenho no Teste do Progresso e a aprovação na residência médica

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