AI Article Synopsis
- - This study surveyed 908 medical students in São Paulo, Brazil, to assess their views on the Progress Test (PT) as an ongoing evaluation tool for their learning.
- - Findings showed a strong link between students' academic success and their anticipated PT performance, with positive feedback on PT's design and communication about its significance, despite some differences in discussions between institutions.
- - The research suggests improvements like better curriculum alignment and individualized feedback to enhance motivation, while also pointing to future studies that could further investigate stakeholder perspectives and the broader effects of PT in medical education.
Article Abstract
The Progress Test (PT) is a valuable tool for the continuous assessment of medical students' learning. This quantitative, cross-sectional study aimed to understand the perceptions of 908 medical students (702 from a private and 206 from a public institution) in São Paulo, Brazil, regarding the design and implementation of PT. Analysis included descriptive statistics, Spearman's correlation, Pearson's Chi-square test, and Fisher's exact test. Results revealed a strong positive correlation between academic progression and expected PT performance. Students from both institutions positively perceived PT construction and received adequate information about its importance. Significant differences were observed between institutions regarding classroom discussion of PT questions and content adequacy. The study highlights PT's strengths and challenges, emphasizing the need for curriculum alignment, individualized feedback, and strategies to enhance student motivation. It contributes to the field of medical education assessment by providing insights for improving PT implementation and effectiveness. Future research directions include exploring stakeholder perspectives, conducting longitudinal studies, and examining PT's impact across diverse educational contexts.This research underscores the value of student perspectives in developing effective assessment practices, supporting the evolution of competent medical professionals through meaningful educational strategies.
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Source |
|---|---|
| http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0314848 | PLOS |
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC11658631 | PMC |
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