The versatility of progress testing assessed in an international context: A start for benchmarking global standardization?

Medical Teacher

Volumn 27, Issue 6, 2005, Pages 514-520

  Verhoeven, B H ^a,d   Snellen Balendong, H A M ^b   Hay, I T ^c   Boon, J M ^c   Van Der Linde, M J ^c   Blitz Lindeque, J J ^c   Hoogenboom, R J I ^b   Verwijnen, G M ^b   Wijnen, W H F W ^b   Scherpbier, A J J A ^b   Van Der Vleuten, C P M ^b  

^a MEDICAL CENTER LEEUWARDEN   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

^c UNIVERSITY OF PRETORIA   (South Africa)

^d Theodorus de Leeuwlaan 13 ^*  (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

ACADEMIC ACHIEVEMENT; ARTICLE; COMPETENCE; CULTURAL ANTHROPOLOGY; CURRICULUM; MEDICAL EDUCATION; MEDICAL SCHOOL; MEDICAL STUDENT; METHODOLOGY; QUALITY CONTROL; SOCIOLOGY; STANDARDIZATION; TIME SERIES ANALYSIS;

BENCHMARKING; EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; HUMANS; INTERNATIONAL COOPERATION; NETHERLANDS; SOUTH AFRICA; STUDENTS, MEDICAL;

EID: 27744554294     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/01421590500136238     Document Type: Article

References (35)

1. Albanese, M.A. & Mitchell, S. (1993) Problem-based learning: A review of literature on its outcomes and implementation issues, Academic Medicine, 68, pp. 52-81.
2. Albano, M.G., Cavallo, F., Hoogenboom, R., Magni, F., Majoor, G., Manenti, F., Schuwirth, L., Stiegler, I. & Van der Vleuten, C. (1996) An international comparison of knowledge levels of medical students: The maastricht progress test, Medical Education, 30, pp. 239-245.
3. Berkson, L. (1993) Problem-based learning: Have the expectations been met?, Academic Medicine, 68, pp. S79-88.
4. Blake, J.M., Norman, G.R., Keane, D.R., Mueller, C.B., Cunnington, J. & Didyk, N. (1996) Introducing progress testing in McMaster university's problem-based medical curriculum: Psychometric properties and effect on learning, Academic Medicine, 71, pp. 1002-1007.
5. Blake, J.M., Norman, G.R., Kinsey, E. & Smith, M. (1995) Report card from McMaster: Student evaluation at a problem-based medical school, Lancet, 345, pp. 899-902.
6. Boon, J.M., Meiring, J.H. & Richards, P.A. (2002) Clinical anatomy as the basis for clinical examination: Development and evaluation of an introduction to clinical examination in a problem-oriented medical curriculum, Clinical Anatomy, 15, pp. 45-50.
7. Bulte, J.A. & Ket, P. (2000) Forum 1: Invoeren van de maastrichtse voortgangstoets in andere faculteiten: J/O/? [Introducing the Maastricht progress test at other medical schools: True/False/I don't know?], Tijdschrift voor Medisch Onderwijs, 19, pp. 31-37.
8. Cohen, J.J. (2000) Defining international standards in basic medical education: The world federation for medical education has initiated a timely discussion, Medical Education, 34, pp. 600-601.
9. Fourie, S., Summers, B., Löwes, M.M.J. & Summers, R.S. (2002) Development of a student progress test for the BPharm offered by MEDUNSA, in partnership with TP, Pharmaciae, 10, pp. 20-21.
10. Gardner, M.J. & Altman, D.G. (1989) Statistics with confidence. Confidence intervals and statistical guidelines (Belfast, British Medical Journal).
11. Mislevy, R.J. (1995) What can we learn from international assessments?, Educational Evaluation and Policy Analysis, 17, pp. 419-437.
12. Norman, G.R. & Streiner, D.L. (2000) Biostatistics: The bare essentials (Hamilton, B.C. Decker Inc.).
13. Pollemans, M. (1994) Kennistoetsing bij huisartsen [Testing knowledge of general practitioners]. Maastricht: PhD dissertation, Maastricht University.
14. Prideaux, D. & Gordon, J. (2002) Can global co-operation enhance quality in medical education? Some lessons from an international assessment consortium, Medical Education, 36, pp. 404-405.
15. Prince, C.J.A.H., Van Mameren, H., Hylkema, N., Drukker, J., Scherpbier, A.J.J.A. & Van der Vleuten, C.P.M. (2003) Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy, Medical Education, 37, pp. 15-21.
16. Ram, P. (1998) Comprehensive assessment of general practitioners. Maastricht: PhD dissertation, Maastricht University.
17. Schmidt, H.G. (1990). Innovative and conventional curricula compared: What can be said about their effects?, in: Z.M. Nooman & H.G. Schmidt & E.S. Ezzat (Eds), Innovation in medical education. An evaluation of its present status, pp. 1-7 (New York: Springer Publishing Company).
18. Schuwirth, L.W.T., Schrander, J.P.P. & Van der Vleuten, C.P.M. (1993) Assistententoets kindergeneeskunde: Een beschrijving van de psychometrische eigenschappen. [Tbe national examinaton for residents in paediatrics: A description of its psychometric properties], Bulletin Medisch Onderwijs, 12, pp. 146-151.
19. Shen, L. (2000) Progress testing for postgraduate medical education: A four-year experiment of American College of Ostepathic Surgeons resident examinations, Advances in Health Sciences Education, 5, pp. 117-129.
20. Ten Cate, T.J. (1985) De invloed van anonimiteit op de resultaten van tijdschrijfonderzoek. [The influence of anonymity on the results of time registration research], Tijdschrift voor Onderwijsresearch, 10, pp. 263-273.
21. The World Federation for Medical Education. (1998) International standards in medical education: Assessment and accreditation of medical schools' - educational programmes. A WFME position paper, Medical Education, 32, pp. 549-558.
22. Van Berkel, H.J.M., Nuy, H.J.P. & Geerlings, T. (1995) The influence of progress tests and block tests on study behaviour, Instructional Science, 22, pp. 317-333.
23. Van der Vleuten, C.P.M. (1996) Beyond intuition. Maastricht: inaugural lecture, Maastricht University.
24. Van der Vleuten, C.P.M., Scherpbier, A.J.J.A., Wijnen, W.H.F.W. & Snellen, H.A.M. (1996a) Flexibility in learning: A case report on problem-based learning, International Higher Education, 2, pp. 17-24.
25. Van der Vleuten, C.P.M., Verwijnen, G.M. & Wijnen, W.H.F.W. (1996b) Fifteen years of experience with progress testing in a problem-based learning curriculum, Medical Teacher, 18, pp. 103-109.
26. Van Hessen, P.A.W. & Verwijnen, G.M. (1990) Does problem-based learning provide other knowledge? Paper presented at the Teaching and Assessing Clinical Competence, Groningen, May 22-24, 1989.
27. Van Leeuwen, Y.D. (1995) Growth in knowledge of trainees in general practice. Figures on facts. Maastricht: PhD dissertation, Maastricht University.
28. Van Til, C.T., Van der Vleuten, C.P.M. & Van Berkel, H.J.M. (1997) Problem-based learning behavior: The impact of differences in problem-based learning style and activity an students' achievement. Paper presented at the Annual Meeting of the American Educational Research association, Chicago, March 24-28, 1997.
29. Verhoeven, B.H., Van Til, C.T., Verwijnen, G.M., Scherpbier, A.J.J.A. & Van der Vleuten, C.P.M. The consequential validity of the progress test: An investigation into the relationship between test results and problem-based learning behaviour, (submitted).
30. Verhoeven, B.H., Verwijnen, G.M., Scherpbier, A.J.J.A., Holdrinet, R.S.G., Oeseburg, B., Bulte, J.A. & Van der Vleuten, C.P.M. (1998a) An analysis of progress test results of PBL and non-PBL students, Medical Teacher, 20, pp. 310-316.
31. Verhoeven, B.H., Verwijnen, G.M., Scherpbier, A.J.J.A., Schuwirth, L.W.T. & Van der Vleuten, C.P.M. (1998b) Quality assurance in test construction: The approach of a multidisciplinary central test committee, Education for Health, 12, pp. 49-60.
32. Verhoeven, B.H., Verwijnen, G.M., Scherpbier, A.J.J.A. & Van der Vleuten, C.P.M. (2002) Growth of medical knowledge, Medical Education, 36, pp. 711-717.
33. Vernon, D.T.A. & Blake, R.L. (1993) Does problem-based learning work? A meta-analysis of evaluative research, Academic Medicine, 68, pp. 550-563.
34. Verwijnen, M., Imbos, T., Snellen, H., Stalenhoef, B., Pollemans, M., Van Luyk, S., Sprooten, M., Van Leeuwen, Y. & Van der Vleuten, C. (1982) The evaluation system at the medical school of maastricht, Assessment and Evaluation in Higher Education, 7, pp. 225-244.
35. Verwijnen, M., Van der Vleuten, C. & Imbos, T. (1990). A comparison of an innovative medical school with traditional schools: An analysis in the cognitive domain, in: Z.M. Nooman & H.G. Schmidt & E.S. Ezzat (Eds), Innovation in medical education: An evaluation of its present status, pp. 40-49 (New-York, Springer Publishing Company).