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Original

Progress testing with short answer questions

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Pages 578-582 | Published online: 03 Jul 2009

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Simon Zegota, Tim Becker, York Hagmayer & Tobias Raupach. (2022) Using item response theory to appraise key feature examinations for clinical reasoning. Medical Teacher 44:11, pages 1253-1259.
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William Wrigley, Cees PM Van Der Vleuten, Adrian Freeman & Arno Muijtjens. (2012) A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71. Medical Teacher 34:9, pages 683-697.
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Adrian Freeman, Cees Van Der Vleuten, Zineb Nouns & Chris Ricketts. (2010) Progress testing internationally. Medical Teacher 32:6, pages 451-455.
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Articles from other publishers (37)

Dichitchai Mettarikanon & Weeratian Tawanwongsri. (2024) Analysis of Patient Information and Differential Diagnosis with Clinical Reasoning in Pre-Clinical Medical Students. International Medical Education 3:1, pages 23-31.
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Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflections on the use of the Progress Test in the programmatic student assessment. Revista Brasileira de Educação Médica 47:2.
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Luiz Ernesto de Almeida Troncon, Lucila Leico Kagohara Elias, Mariana Kiomy Osako, Elen Almeida Romão, Valdes Roberto Bollela & Júlio Cesar Moriguti. (2023) Reflexões sobre a utilização do Teste de Progresso na avaliação programática do estudante. Revista Brasileira de Educação Médica 47:2.
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Muhamad Saiful Bahri Yusoff. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education 49 71 .
Mohamed H. Taha. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education 39 48 .
Yuting Han, Zhehan Jiang, Jinying Ouyang, Lingling Xu & Ting Cai. (2022) Psychometric evaluation of a national exam for clinical undergraduates. Frontiers in Medicine 9.
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Javeria Rehman, Rahila Ali, Azam Afzal, Sara Shakil, Amber Shamim Sultan, Romana Idrees & Syeda Sadia Fatima. (2022) Assessment during Covid-19: quality assurance of an online open book formative examination for undergraduate medical students. BMC Medical Education 22:1.
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Ming Tao Wei, Zhi Yang, Yu Jie Bai, Ning Yu, Chun Xia Wang, Nan Wang & Yan Shuo Cui. (2022) Shaping Future Directions for Breakdance Teaching. Frontiers in Psychology 13.
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Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
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Ruy Guilherme Silveira de Souza & Angélica Maria Bicudo. (2022) Onze anos de Teste de Progresso na Unicamp: um estudo sobre a validade do teste. Revista Brasileira de Educação Médica 46:suppl 1.
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Robert Malinowski & Brian Mavis. 2022. An Introduction to Medical Teaching. An Introduction to Medical Teaching 183 205 .
Lise McCoy, Joy H Lewis, Harvey Simon, Denise Sackett, Tala Dajani, Christine Morgan & Aaron Hunt. (2020) Learning to Speak Up for Patient Safety: Interprofessional Scenarios for Training Future Healthcare Professionals. Journal of Medical Education and Curricular Development 7, pages 238212052093546.
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Olle ten CateCarol Carraccio. (2019) Envisioning a True Continuum of Competency-Based Medical Education, Training, and Practice. Academic Medicine 94:9, pages 1283-1288.
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Sarah König & Alexander Hörnlein. (2018) Prüfungen im Medizinstudium – mehr als nur NotenExaminations while studying medicine – more than simply grades. Wiener Medizinische Wochenschrift 169:5-6, pages 126-131.
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Valerie J. LangNorman B. BermanKirk BronanderHeather HarrellSusan HingleAmy HolthouserDebra LeizmanClifford D. PackerYoon Soo ParkT. Robert VuRachel YudkowskySandra MonteiroGeorges Bordage. (2019) Validity Evidence for a Brief Online Key Features Examination in the Internal Medicine Clerkship. Academic Medicine 94:2, pages 259-266.
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Brian Jolly & Mary Jane Dalton. 2018. Understanding Medical Education. Understanding Medical Education 291 317 .
G. Bordage & G. Page. (2018) The key-features approach to assess clinical decisions: validity evidence to date. Advances in Health Sciences Education 23:5, pages 1005-1036.
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B. Kirnbauer, A. Avian, N. Jakse, P. Rugani, D. Ithaler & R. Egger. (2018) First reported implementation of a German‐language progress test in an undergraduate dental curriculum: A prospective study. European Journal of Dental Education 22:4.
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Annette Stunden & Diana Jefferies. (2018) The effectiveness of short answers test papers in evaluating academic nursing programs: A review of the literature. Nurse Education in Practice 33, pages 94-101.
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Olle ten Cate & Steven J. Durning. 2018. Principles and Practice of Case-based Clinical Reasoning Education. Principles and Practice of Case-based Clinical Reasoning Education 65 72 .
Katherine Montpetit-Tourangeau, Joseph-Omer Dyer, Anne Hudon, Monica Windsor, Bernard Charlin, Sílvia Mamede & Tamara van Gog. (2017) Fostering clinical reasoning in physiotherapy: comparing the effects of concept map study and concept map completion after example study in novice and advanced learners. BMC Medical Education 17:1.
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Robert P. Favier, Cees P. M. van der Vleuten & Stephan P. J. Ramaekers. (2017) Applicability of Progress Testing in Veterinary Medical Education. Journal of Veterinary Medical Education 44:2, pages 351-357.
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Malta Junior Alberto, Lucio Martins Machado José, Jutta Shadeck Maria, Fonseca Ferrari Anabel & Fernando Collares Carlos. (2016) Progress test: A review to motivate their use in pharmacy schools in Brazil. African Journal of Pharmacy and Pharmacology 10:45, pages 967-977.
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K. Ali, L. Coombes, E. Kay, C. Tredwin, G. Jones, C. Ricketts & J. Bennett. (2015) Progress testing in undergraduate dental education: the Peninsula experience and future opportunities. European Journal of Dental Education 20:3, pages 129-134.
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Mark Albanese & Susan M. Case. (2015) Progress testing: critical analysis and suggested practices. Advances in Health Sciences Education 21:1, pages 221-234.
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Teresa R. Johnson, Mohammed K. Khalil, Richard D. Peppler, Diane D. Davey & Jonathan D. Kibble. (2014) Use of the NBME Comprehensive Basic Science Examination as a progress test in the preclerkship curriculum of a new medical school. Advances in Physiology Education 38:4, pages 315-320.
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Patricia Hrynchak, Susan Glover Takahashi & Marla Nayer. (2014) Key-feature questions for assessment of clinical reasoning: a literature review. Medical Education 48:9, pages 870-883.
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Emine Ercikan Abali, Sangita Phadtare, Jim Galt & Barbara Brodsky. (2014) An online guided e‐journal exercise in pre‐clerkship years: Oxidative phosphorylation in brown adipose tissue. Biochemistry and Molecular Biology Education 42:3, pages 259-269.
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Brian Mavis. 2014. An Introduction to Medical Teaching. An Introduction to Medical Teaching 209 241 .
Brian Jolly. 2013. Understanding Medical Education. Understanding Medical Education 255 277 .
Lisette van Bruggen, Margreet Manrique-van Woudenbergh, Emely Spierenburg & Jacqueline Vos. (2012) Preferred question types for computer-based assessment of clinical reasoning: a literature study. Perspectives on Medical Education 1:4, pages 162-171.
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Beatriz Gal, Ignacio Busturia & Concepción Garrido. (2011) To be or not to be: the importance of attendance in integrated physiology teaching using non-traditional approaches. BMC Research Notes 4:1.
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D.Y. Visser, A.L. Bootsma & Th.J. ten Cate. (2011) Kennis, inzicht en toepassing: welke typen toetsvragen passen hierbij?. Tijdschrift voor Medisch Onderwijs 29:6, pages 337-346.
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M. S. M. van Mourik, M. H. Kamphuis, N. L. Plantinga, G. Croiset & Th. J. ten Cate. (2010) Kennisniveau van studenten geneeskunde in een vierjarige en zesjarige artsopleiding. Tijdschrift voor Medisch Onderwijs 29:3, pages 191-199.
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Jaap W Groothoff, Joost Frenkel, Godelieve A M Tytgat, Willem B Vreede, Diederik K Bosman & Olle Th J ten Cate. (2008) Growth of analytical thinking skills over time as measured with the MATCH test. Medical Education 42:10, pages 1037-1043.
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Bernd Löwe, Mechthild Hartmann, Beate Wild, Christoph Nikendei, Kurt Kroenke, Dorothea Niehoff, Peter Henningsen, Stephan Zipfel & Wolfgang Herzog. (2007) Effectiveness of a 1-Year Resident Training Program in Clinical Research: A Controlled Before-and-After Study. Journal of General Internal Medicine 23:2, pages 122-128.
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Cecilia M. Plaza. (2007) Progress Examinations in Pharmacy Education. American Journal of Pharmaceutical Education 71:4, pages 66.
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