TY - JOUR
T1 - The progress test of medicine
T2 - the Dutch experience
AU - Dutch Working Grp Interuniv
AU - Tio, Rene A.
AU - Schutte, Bert
AU - Meiboom, Ariadne A.
AU - Greidanus, Janke
AU - Dubois, Eline A.
AU - Bremers, Andre J. A.
PY - 2016/2
Y1 - 2016/2
N2 - Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum which are summative in the end. The current situation with emphasis on the formative and summative aspects will be discussed. The reader will get insight into the way progress testing can be used as feedback for students and schools.
AB - Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum which are summative in the end. The current situation with emphasis on the formative and summative aspects will be discussed. The reader will get insight into the way progress testing can be used as feedback for students and schools.
KW - Benchmarking
KW - Formative assessment
KW - Progress test
KW - Summative assessment
U2 - 10.1007/s40037-015-0237-1
DO - 10.1007/s40037-015-0237-1
M3 - Article
VL - 5
SP - 51
EP - 55
JO - Perspectives on medical education
JF - Perspectives on medical education
SN - 2212-277X
IS - 1
ER -