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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA)

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The progress test as a diagnostic tool for a new PBL curriculum.

I Al Alwan¹, M Al-Moamary, N Al-Attas

¹King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudia Arabia. alwani@ksau-hs.edu.sa

Education for Health (Abingdon, England)

|January 24, 2012

Summary

A progress test correlates well with GPA, indicating its value in assessing medical school curricula. Clinical science topics scored higher than basic sciences, with specific basic science areas needing improvement.

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Area of Science:

Medical Education
Curriculum Assessment
Health Sciences

Background:

King Saud bin Abdulaziz University for Health Sciences (KSAU-HS) utilizes a Problem-Based Learning (PBL) curriculum.
A progress test is employed to evaluate the effectiveness of basic medical and clinical sciences education.

Purpose of the Study:

To assess medical student performance across different curriculum years.
Utilize a United States Medical Licensing Examination (USMLE)-based test focusing on core medical and clinical sciences.

Main Methods:

Administered a USMLE-based progress test covering nine subjects: anatomy, physiology, histology, epidemiology, biochemistry, behavioral sciences, pathology, pharmacology, and immunology/microbiology.
Analyzed data from three consecutive academic years, including all first- through fourth-year medical students.

Main Results:

Demonstrated a strong positive correlation between progress test scores and students' Grade Point Average (GPA).
Students performed better in clinical science topics compared to basic medical science topics.
Lower performance was observed in specific basic medical science disciplines: pharmacology, biochemistry, behavioral sciences, and histology.

Conclusions:

The progress test serves as a valuable metric for evaluating both basic and clinical medical sciences curricula.
The findings are actively informing curriculum modifications to enhance medical education at KSAU-HS.