Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment

Medical Teacher

Volumn 39, Issue 1, 2017, Pages 44-52

  Heeneman, Sylvia ^a,b   Schut, Suzanne ^a,b   Donkers, Jeroen ^a,b   van der Vleuten, Cees ^a,b   Muijtjens, Arno ^a,b  

^a MAASTRICHT UNIVERSITY   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

Author keywords

[No Author keywords available]

Indexed keywords

CONTROLLED STUDY; EFFECT SIZE; EMBEDDING; FEEDBACK SYSTEM; FOLLOW UP; HUMAN; HUMAN EXPERIMENT; INTERVIEW; LEARNING; PERCEPTION; STUDENT; CONSTRUCTIVE FEEDBACK; EDUCATION; INTERNET; MEDICAL EDUCATION; PROCEDURES; PROGRAM EVALUATION;

EDUCATION, MEDICAL, UNDERGRADUATE; EDUCATIONAL MEASUREMENT; FORMATIVE FEEDBACK; HUMANS; INTERNET; LEARNING; PERCEPTION; PROGRAM EVALUATION;

EID: 84988372510     PISSN: 0142159X     EISSN: 1466187X     Source Type: Journal    
DOI: 10.1080/0142159X.2016.1230183     Document Type: Article

References (36)

1. Al Kadri H, Al-Moamary M, van der Vleuten C., 2009. Students' and teachers' perceptions of clinical assessment program:a qualitative study in a PBL curriculum. BMC Res Notes. 2:263.
2. Archer J., 2010. State of the science in health professional education:effective feedback. Med Educ. 44:101.
3. Bunniss S, Kelly DR., 2010. Research paradigms in medical education research. Med Educ. 44:358–366.
4. Byrne A, Arnett R, Farrell T, Sreenan S., 2014. Comparison of performance in a four year graduate entry medical programme and a traditional five/six year programme. BMC Med Educ. 14:248.
5. Chen Y, Henning M, Yielder J, Jones R, Wearn A, Weller J., 2015. Progress testing in the medical curriculum:students' approaches to learning and perceived stress. BMC Med Educ. 15:147.
6. Cilliers FJ, Schuwirth L, Herman N, Adendorff HJ, van der Vleuten CPM., 2012. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 17:39–53.
7. Cohen J., 1988. Statistical power analysis for the behavioural sciences. London:Lawrence Erlbaum.
8. Cooper H., 2009. Research synthesis and meta-analysis:a step-by-step approach, vol. 2. Thousand Oaks (CA):Sage Publications.
9. Diamond J, Evans W., 1973. The correction for guessing. Rev Educ Res. 43:181–191.
10. Dijksterhuis M, Schuwirth L, Braat D, Scheele F., 2013. An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynecology. Perspect Med Educ. 2:126–141.
11. Dochy F, Segers M, Gijbels D, Struyven K., 2007. Assessment engineering. In:Boud D, Falchikov N, editors. Rethinking assessment in higher education:learning for the longer term. Oxford:Routledge p. 87–100.
12. Dodds A, Reid K, Conn J, Elliott S, McColl G., 2010. Comparing the academic performance of graduate- and undergraduate-entry medical students. Med Educ. 44:197–204.
13. Dolmans D, De Grave W, Wolfhagen I, Van Der Vleuten C., 2005. Problem-based learning:future challenges for educational practice and research. Med Educ. 39:732–741.
14. Frank JR., 2005. The CanMEDS 2005 physician competency framework. Better standards. Better physicians. Better care. Ottawa:The Royal College of Physicians and Surgeons of Canada (report).
15. Freeman A, van der Vleuten C, Nouns Z, Ricketts C., 2010. Progress testing internationally. Med Teach. 32:451–455.
16. Gijbels D, van de Watering G, Dochy F., 2005. Integrating assessment tasks in a problem-based learning environment. Assess Evaluat Higher Educ. 30:73–86.
17. Harrison C, Könings K, Schuwirth L, Wass V, van der Vleuten C., 2015. Barriers to the uptake and use of feedback in the context of summative assessment. Adv Health Sci Educ. 20:229–245.
18. Heeneman S, Oudkerk Pool A, Schuwirth L, van der Vleuten C, Driessen E., 2015. The impact of programmatic assessment on student learning:theory versus practice. Med Educ. 49:487–498.
19. King N., 2004. Using templates in the thematic analysis of text. In:Cassel C, Symon G. editors. Essential guide to qualitative methods in organizational research. London:Sage.
20. Knowles M., 1975. A guide for learners and teachers. England Cliffs:Prentice Hall/Cambridge.
21. Loyens S, Magda J, Rikers R., 2008. Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educ Psychol Rev. 20:411–427.
22. Malterud K., 2001. Qualitative research:standards, challenges, and guidelines. Lancet. 358:483–488.
23. Muijtjens A, Timmermans I, Donkers J, Peperkamp R, Medema H, Cohen-Schotanus J, Thoben A, Wenink A, van der Vleuten C. 2010. Flexible electronic feedback using the virtues of progress testing. Med Teach. 32:491–495.
24. Murad M, Coto-Yglesias F, Varkey P, Prokop L, Murad A., 2010. The effectiveness of self-directed learning in health professions education:a systematic review. Med Educ. 44:1057–1068.
25. Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, Hays R, Kent A, Perrott V, Roberts T, et al. 2011. Criteria for good assessment:consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach. 33:206–214.
26. Norman G, Neville A, Blake J, Mueller B., 2010. Assessment steers learning down the right road:Impact of progress testing on licensing examination performance. Med Teach. 32:496–499.
27. Pugh D, Regehr G., 2016. Taking the sting out of assessment:is there a role for progress testing? Med Educ. 50:721–729.
28. Ricketts C, Freeman A, Pagliuca G, Coombes L, Archer J., 2010. Difficult decisions for progress testing:how much and how often?. Med Teach. 32:513–515.
29. Rowley G, Traub R., 1977. Formula scoring, number-right scoring, and test-taking strategy. J Educ Measure. 14:15–22.
30. Schuwirth L, Bosman G, Henning R, Rinkel R, Wenink A., 2010. Collaboration on progress testing in medical schools in the Netherlands. Medl Teach. 32:476–479.
31. Schuwirth L, van der Vleuten C., 2012. The use of progress testing. Perspect Med Educ. 1:24–30.
32. van der Vleuten C, Dannefer E., 2012. Towards a systems approach to assessment. Med Teach. 34:185–186.
33. van der Vleuten C, Schuwirth L, Driessen E, Dijkstra J, Tigelaar D, Baartman L, van Tartwijk J. 2012. A model for programmatic assessment fit for purpose. Med Teach. 34:205–214.
34. Van der Vleuten C, Verwijnen G, Wijnen W., 1996. Fifteen years of experience with progress testing in a problem-based learning curriculum. Med Teach. 18:103–110.
35. van Herwaarden C, Laan R, Leunissen R., 2009. The 2009 Framework for Undergraduate Medical Education in the Netherlands. Available from:http://www.vsnu.nl/Media-item/Raamplan-Artsopleiding-2009.htm.
36. Wade L, Harrison C, Hollands J, Mattick K, Ricketts C, Wass V., 2012. Student perceptions of the progress test in two settings and the implications for test deployment. Adv Health Sci Educ Theory Pract. 17:573–583.