Abstract
Abstract: Introduction: The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school. The test is administered periodically to all students in a curriculum, assessing the student’s cognitive growth throughout their journey at undergraduate level. In addition to assessing the student individually, the test evaluates the institution, showing in which areas its curriculum base should be improved. The aim is to assess the Universidade do Extremo Sul Catarinense student’s perception of the Progress Test. Methods: A cross-sectional study was performed. Data was collected through questionnaires created by the researchers and applied to medical students - the ones who took the Progress Test at least once - from October 15th to November 30th, 2018. The statistical analysis was performed with a 95% confidence interval. Results: A response rate of 70.41% was obtained, with a total of 424 questionnaires being included in the research. Demographic data showed a predominance of female gender (60,4%) and white ethnicity (96,2%) in the population and a mean age of 23 years. In all semesters (early, intermediate and final ones) the participants knew the goal of the progress test, and most students consider it important. It was also observed that the majority of the students considered clinical surgery and collective health as their worst performance in the test. In clinical medicine, pediatrics, and gynecology-obstetrics, the students of the intermediate and final semesters were satisfied with their level of knowledge. “To evaluate the student’s progress/performance” was highlighted as the most positive point. Among the negative ones “decrease the number of questions so the test is not as extensive” was emphasized. Conclusion: The students of the sample consider the Progress Test important and know about its purpose. The final third of the Medical School is the one who feels most prepared to face the test. The main fields to which the students attributed their worst performance were clinical surgery and collective health. Regarding clinical medicine, pediatrics, gynecology, and obstetrics the students were satisfied with their knowledge.
Highlights
The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school
The progress test (PT) applied by the NAPISUL II Center, which consists of 12 medical schools, is in its eighth edition and contains 120 questions, with different levels of difficulty divided into six main areas: clinical medicine, clinical surgery, pediatrics, gynecology and obstetrics, collective health and basic sciences, and must be answered within a four-hour period
The questionnaires were answered by 438 medical students at UNESC, which is equivalent to a response rate of 70.41%, with this n being higher than the estimated sample calculation
Summary
The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school. Data was collected through questionnaires created by the researchers and applied to medical students - the ones who took the Progress Test at least once - from October 15th to November 30th, 2018. In all semesters (early, intermediate and final ones) the participants knew the goal of the progress test, and most students consider it important. Pediatrics, and gynecology-obstetrics, the students of the intermediate and final semesters were satisfied with their level of knowledge. It has been used to evaluate the student’s cognitive ability in a longitudinal way through multiple-choice items periodically applied to all students[2], being an important type of assessment, especially in curricular matrices based on active studentcentered methodologies[3]. In the Netherlands, six of the eight medical schools have combined forces and collaboratively develop and manage progress tests[6,7]
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