Progress testing in resource-poor countries: A case from Mozambique

Abstract

A wealth of evidence for the effectiveness of progress testing in problem-based learning curricula has been collected in the Western academic world, but whether the progress testing can be equally effective in problem-based medical schools in resource-poor countries is a question that remains to be answered. In order to provide an initial answer to this question, we describe our experiences with progress testing in a medical school in Mozambique since its establishment in 2001, specifically focusing on test acceptability, formative educational impact, test validity and test reliability. After 7 years of experience, we think that the conclusion is justified that the progress testing can be a feasible and effective assessment instrument even in a resource poor setting. Institutional collaboration is important to guarantee test quality and sustainability.

Additional information

Notes on contributors

Rembrant Aarts

Rembrant Aarts, MD, is a medical doctor with a post-graduate degree in tropical medicine. From 2005 till 2008, he was a PBL advisor at the UCM faculty. Since 2008, he is a psychiatry resident at Symfora group in Amersfoort, The Netherlands.

konrad Steidel

Konrad Steidel, MD, is a paediatrician and pedagogical director at the UCM faculty of medicine. He is chairman of the UCM faculty of medicine progress test committee.

Beatriz A. F. Manuel

Beatriz Manuel, MD, is a medical doctor. Until September 2008, she was a student at the UCM faculty of medicine. She works in curricular revision and health education at UEM faculty of medicine in Maputo, Mozambique.

Erik W. Driessen

Erik Driessen, PhD, is an educationalist at the Department of Educational Development and Research, Faculty of Health, Medicine and Life Science, Maastricht University.