Fifteen years of experience with progress testing in a problem-based learning curriculum

Abstract

This article reports on educational experiences with an assessment method to assess knowledge in a problem-based learning context. This so-called progress test is a comprehensive test sampling knowledge across all content areas of medicine reflecting the end objectives of the curriculum. The test is periodically given to all medical students in the curriculum regardless of their year of training. The format precludes the possibility for students to prepare themselves specifically, therefore preventing the often reported undesirable effects of objective tests such as memorization of facts and interference with tutorial group functioning. The many years of experience indicate that this testing format works effectively. After the introduction of progress tests a number of other, to some extent unexpected, educational advantages became apparent, as well as a few disadvantages. The additional advantages make progress testing also useful in non-problem-based curricula.