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Student perceptions of the progress test in two settings and the implications for test deployment.

Louise Wade¹, Chris Harrison, James Hollands

¹Severn Deanery, Bristol, UK.

Advances in Health Sciences Education : Theory and Practice

|November 2, 2011

Summary

The Progress Test (PT) significantly impacts medical student learning approaches and study habits. Curriculum design and assessment strategies influence how students prepare for and perceive the PT, affecting their learning outcomes.

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Area of Science:

Medical Education Research
Assessment in Medical Training
Curriculum Design Impact

Background:

The Progress Test (PT) assesses learning in integrated medical curricula.
Implementation of curriculum design and assessment may affect student preparation and learning for the PT.

Purpose of the Study:

To compare student perceptions and preparations for the PT across two medical schools.
Investigate how different educational environments influence the effectiveness of the PT.

Main Methods:

Focus groups generated questionnaire items.
Exploratory factor analysis and ANOVA were used to analyze data from 1054 medical students.
Questionnaire data compared responses between two medical schools, year groups, and genders.

Main Results:

Three factors emerged: PT's ability to assess academic learning, support clinical learning, and impact exam preparation.
Students in a school with early clinical contact, frequent PTs, and no unit tests perceived the PT more favorably.
These students used deeper learning approaches but dedicated more time to test preparation.

Conclusions:

Curriculum and assessment delivery significantly shape student study patterns.
The learning environment critically influences student perceptions of assessment and learning approaches.
Strategic deployment of the PT is essential for optimizing its impact on medical education.