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Development of a competency-based formative progress test with student-generated MCQs: Results from a multi-centre

Stefan Wagener1, Andreas Möltner2, Sevgi Tımbıl1

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GMS Zeitschrift Fur Medizinische Ausbildung
|October 21, 2015
PubMed
Summary

Students can help develop competency-based progress tests for medical education, providing valuable feedback on proficiency. This collaborative approach ensures tests reflect essential medical competencies and knowledge.

Keywords:
competency-basedmedical educationmedical studentsmultiple-choice questionsprogress test

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Area of Science:

  • Medical Education
  • Competency-Based Assessment

Background:

  • Progress testing is crucial for longitudinal feedback in medical studies.
  • Peer-assisted learning and competency-based education are increasingly vital.
  • Existing progress tests lack student involvement and competency focus.

Purpose of the Study:

  • To investigate student inclusion in developing a competency-based progress test.
  • To assess if knowledge aspects related to competency can be represented in such a test.

Main Methods:

  • A blueprint for 144 multiple-choice questions (MCQs) was created by experts.
  • 31 students from seven German medical schools generated and reviewed test questions.
  • A pilot study involved 469 students across eight medical schools.

Main Results:

  • Students generated over 200 MCQs, with 118 used in the test.
  • Student-generated MCQs met high-quality standards for statistics and content.
  • The competency-based progress test demonstrated high reliability and mapped student progress.

Conclusions:

  • Continued development with student collaboration is planned.
  • Future focus includes advanced question formats (e.g., situational judgement, OSCE) and expanded feedback.
  • An online, formative version of the competency-based progress test is intended.