Adrian C Freeman1, Chris Ricketts. 1. Peninsula College of Medicine and Dentistry, Peninsula Medical School, Exeter, UK. adrain.freeman@pms.ac.uk
Abstract
BACKGROUND: Curriculum developers have a wide choice of assessment methods in all aspects of medical education including the specific area of medical knowledge. When selecting the appropriate tool, there is an increasing literature to provide a robust evidence base for developments or decisions. AIM: As a new medical school, we wished to select the most appropriate method for knowledge assessment. METHODS: This article describes how a new medical school came to choose progress testing as its only method of summative assessment of undergraduate medical knowledge. RESULTS: The rationale, implementation, development and performance of the assessment are described. The position after the first cohort of students qualified is evaluated. CONCLUSION: Progress testing has worked well in a new school. Opportunities for further study and development exist. It is to be hoped that our experiences and evidence will assist and inform others as they consider developments for their own schools.
BACKGROUND: Curriculum developers have a wide choice of assessment methods in all aspects of medical education including the specific area of medical knowledge. When selecting the appropriate tool, there is an increasing literature to provide a robust evidence base for developments or decisions. AIM: As a new medical school, we wished to select the most appropriate method for knowledge assessment. METHODS: This article describes how a new medical school came to choose progress testing as its only method of summative assessment of undergraduate medical knowledge. RESULTS: The rationale, implementation, development and performance of the assessment are described. The position after the first cohort of students qualified is evaluated. CONCLUSION: Progress testing has worked well in a new school. Opportunities for further study and development exist. It is to be hoped that our experiences and evidence will assist and inform others as they consider developments for their own schools.
Authors: Kamran Ali; Josephine Cockerill; Daniel Zahra; Christopher Tredwin; Colin Ferguson Journal: BMC Med Educ Date: 2018-11-09 Impact factor: 2.463
Authors: Jill Yielder; Andy Wearn; Yan Chen; Marcus A Henning; Jennifer Weller; Steven Lillis; Vernon Mogol; Warwick Bagg Journal: BMC Med Educ Date: 2017-08-29 Impact factor: 2.463