Reliability across content areas in progress tests assessing medical knowledge: a Brazilian cross-sectional study with implications for medical education assessments.

Background: Brazilian medical schools equitably divide their medical education assessments into five content areas: internal medicine, surgery, pediatrics, obstetrics and gynecology, and public health. However, this division does not follow international patterns and may threaten the examinations' reliability and validity.

Objective: To assess the reliability indices of the content areas of serial, cross-institutional progress test examinations.

Time of clerkship rotations' interruption during COVID-19 and differences on Progress Test's scores.

Objectives: The transition from face-to-face to remote teaching is yet to be fully understood. In clinical training, traditional teaching must prevail because it is essential for the acquisition of skills and professionalism. However, the responses of each school to the pandemic and the decision on when to resume clerkship rotations were mixed.

Relationships between Bloom's taxonomy, judges' estimation of item difficulty and psychometric properties of items from a progress test: a prospective observational study.

Background: Progress tests are longitudinal assessments of students' knowledge based on successive tests. Calibration of the test difficulty is challenging, especially because of the tendency of item-writers to overestimate students' performance. The relationships between the levels of Bloom's taxonomy, the ability of test judges to predict the difficulty of test items and the real psychometric properties of test items have been insufficiently studied.