Citations (75)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (12)
Andy Wearn, Vanshay Bindra, Bradley Patten & Benjamin P. T. Loveday. (2023) Relationship between medical programme progress test performance and surgical clinical attachment timing and performance. Medical Teacher 45:8, pages 877-884.
Read now
Read now
Aubrie Swan Sein, Hanin Rashid, Jennifer Meka, Jonathan Amiel & William Pluta. (2021) Twelve tips for embedding assessment for and as learning practices in a programmatic assessment system. Medical Teacher 43:3, pages 300-306.
Read now
Read now
Samantha Halman, Angel Yi Nam Fu & Debra Pugh. (2020) Entrustment within an objective structured clinical examination (OSCE) progress test: Bridging the gap towards competency-based medical education. Medical Teacher 42:11, pages 1283-1288.
Read now
Read now
Debra Pugh, André De Champlain & Claire Touchie. (2019) Plus ça change, plus c’est pareil: Making a continued case for the use of MCQs in medical education. Medical Teacher 41:5, pages 569-577.
Read now
Read now
Sylvia Heeneman, Suzanne Schut, Jeroen Donkers, Cees van der Vleuten & Arno Muijtjens. (2017) Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment. Medical Teacher 39:1, pages 44-52.
Read now
Read now
Debra Pugh, Claire Touchie, Susan Humphrey-Murto & Timothy J. Wood. (2016) The OSCE progress test – Measuring clinical skill development over residency training. Medical Teacher 38:2, pages 168-173.
Read now
Read now
Robert O Opoka, Sarah Kiguli, Andrew S Ssemata, Marjan Govaerts & Erik W Driessen. (2015) Perceptions of postgraduate trainees on the impact of objective structured clinical examinations on their study behavior and clinical practice. Advances in Medical Education and Practice 6, pages 431-437.
Read now
Read now
Quenton Wessels & Timothy Rennie. (2013) Reflecting on interprofessional education in the design of space and place: lessons from Namibia. Journal of Interprofessional Care 27:sup2, pages 69-71.
Read now
Read now
Hanan M. Al-Kadri, Mohammed T. Al-Kadi & Cees P.M. Van Der Vleuten. (2013) Workplace-based assessment and students’ approaches to learning: a qualitative inquiry. Medical Teacher 35:sup1, pages S31-S38.
Read now
Read now
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.
Read now
Read now
Hanan M. Al-Kadri, Mohamed S. Al-moamary, Chris roberts & Cees P.M. Van der vleuten. (2012) Exploring assessment factors contributing to students' study strategies: Literature review. Medical Teacher 34:sup1, pages S42-S50.
Read now
Read now
Yassin Karay, Stefan K. Schauber, Christoph Stosch & Katrin Schuettpelz-Brauns. (2012) Can computer-based assessment enhance the acceptance of formative multiple choice exams? A utility analysis. Medical Teacher 34:4, pages 292-296.
Read now
Read now
Articles from other publishers (63)
Jeroen van der Linden, Cees van der Vleuten, Loek Nieuwenhuis & Tamara van Schilt-Mol. (2023) Formative Use of Assessment to Foster Self-Regulated Learning: the Alignment of Teachers’ Conceptions and Classroom Assessment Practices. Journal of Formative Design in Learning.
Crossref
Crossref
Maha Al-Anqoudi, Mireilla Bikanga Ada, Stephen McQuistin, Nikos Ntarmos, Jack Parkinson & Yashar Moshfeghi. (2023) Traditional Vs Non-Traditional Assessment Activities as Learning Indicators of Student Learning: Teachers' Perceptions. Traditional Vs Non-Traditional Assessment Activities as Learning Indicators of Student Learning: Teachers' Perceptions.
LM McNamara, KM Scott, RN Boyd, EA Farmer, AE Webb & IE Novak. (2023) Constructing validity evidence from a pilot key-features assessment of clinical decision-making in cerebral palsy diagnosis: application of Kane’s validity framework to implementation evaluations. BMC Medical Education 23:1.
Crossref
Crossref
Rajagopalakrishnan Ramakanth, Venugopal Thippeswamy, Terence D`souza, Silvampatti Ramaswamy Sundararajan & Shanmuganathan Rajasekaran. (2023) “New innovative QR code-based mobile audience response system (mARS) for panel discussion (PD) in a Indian Arthroscopy Society conference(IASCON) of 1102 registered delegates.” - A cross-sectional study. Journal of Clinical Orthopaedics and Trauma 44, pages 102251.
Crossref
Crossref
Leslie Martin, Sarah Blissett, Bronte Johnston, Michael Tsang, Stephen Gauthier, Zeeshan Ahmed & Matthew Sibbald. (2022) How workplace‐based assessments guide learning in postgraduate education: A scoping review. Medical Education 57:5, pages 394-405.
Crossref
Crossref
Laureen A. Zubiaurre Bitzer, Shubha Dathatri, James B. Fine & Aubrie Swan Sein. (2023) Building a student learning‐focused assessment and grading system in dental school: One school's experience. Journal of Dental Education 87:5, pages 614-624.
Crossref
Crossref
Altamash E. Raja, Mohammed Emam, Alexander Shustorovich, Anisa L. Tatini, Alexis Coslick, Geoffrey M. Dreher, Adeepa D. Singh, Tracy Friedlander, Karen Morice & Soo Yeon Kim. (2023) A Hybrid Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents—a Multi-center Pilot Program. Current Physical Medicine and Rehabilitation Reports 11:1, pages 51-61.
Crossref
Crossref
Mona Hmoud AlSheikh, Ahmad Alamro & Majed M. Wadi. 2023. Written Assessment in Medical Education. Written Assessment in Medical Education
147
154
.
Prattama Santoso Utomo, Amandha Boy Timor Randita, Rilani Riskiyana, Felicia Kurniawan, Irwin Aras, Cholis Abrori & Gandes Retno Rahayu. (2022) Predicting medical graduates’ clinical performance using national competency examination results in Indonesia. BMC Medical Education 22:1.
Crossref
Crossref
Douglas GJ McKechnie, Neelam Parmar, Sarah Armstrong, Lucy Pratt, Lindsey Pope, Hugh Alberti & Sophie Park. (2022) General practice and the Medical Licensing Assessment. British Journal of General Practice 72:723, pages 497-498.
Crossref
Crossref
Daniel McNeish, Denis Dumas, Dario Torre & Neil Rice. (2022) Modelling Time to Maximum Competency in Medical Student Progress Tests. Journal of the Royal Statistical Society Series A: Statistics in Society 185:4, pages 2007-2034.
Crossref
Crossref
Marindra Firmansyah, Yoyo Suhoyo & Gandes Retno Rahayu. (2022) The determinant factors of medical students' learning behavior in the national medical competency examination in Indonesia: A qualitative study. Frontiers in Education 7.
Crossref
Crossref
Geeta Marmat. (2021) Predicting intention of business students to behave ethically in the Indian context: from the perspective of Theory of Planned Behaviour. Higher Education, Skills and Work-Based Learning 12:3, pages 437-458.
Crossref
Crossref
Vincent DionChristina St-OngeIlona BartmanClaire TouchieDebra Pugh. (2022) Written-Based Progress Testing: A Scoping Review. Academic Medicine 97:5, pages 747-757.
Crossref
Crossref
Taciana Barbosa Duque, Daniela Chiesa, Raquel Autran Coelho Peixoto & Carla Adriane Fonseca Leal de Araújo. (2022) Teste de Progresso para estudantes de Medicina: experiência de um consórcio na Região Nordeste do Brasil. Revista Brasileira de Educação Médica 46:suppl 1.
Crossref
Crossref
Thorsten Schmidt, Anastasia Gazou, Angelika Rieß, Olaf Rieß, Kathrin Grundmann-Hauser, Ruth Falb, Malou Schadeck, Tilman Heinrich, Mahkameh Abeditashi, Jana Schmidt, Ulrike A. Mau-Holzmann & Kai P. Schnabel. (2020) The impact of an audience response system on a summative assessment, a controlled field study. BMC Medical Education 20:1.
Crossref
Crossref
Adam B. Joiner, Gareth Thomas, Latha Hackett & Damien Longson. (2018) Written progress tests in postgraduate psychiatry. Irish Journal of Psychological Medicine 37:2, pages 152-153.
Crossref
Crossref
D. R. Rutgers, J. P. J. van Schaik, C. L. J. J. Kruitwagen, C. Haaring, W. van Lankeren, A. F. van Raamt & O. ten Cate. (2020) Introducing Summative Progress Testing in Radiology Residency: Little Change in Residents’ Test Results After Transitioning from Formative Progress Testing. Medical Science Educator 30:2, pages 943-953.
Crossref
Crossref
Leslie Martin, Matthew Sibbald, Daniel Brandt Vegas, Dana Russell & Marjan Govaerts. (2020) The impact of entrustment assessments on feedback and learning: Trainee perspectives. Medical Education 54:4, pages 328-336.
Crossref
Crossref
Angélica Maria Bicudo, Pedro Tadao Hamamoto Filho, Joelcio Francisco Abbade, Maria de Lourdes Marmorato Botta Hafner & Claudia Maria Leite Maffei. (2019) Teste de Progresso em Consórcios para Todas as Escolas Médicas do Brasil. Revista Brasileira de Educação Médica 43:4, pages 151-156.
Crossref
Crossref
Pedro Tadao Hamamoto Filho, Pedro Luiz Toledo de Arruda Lourenção, Adriana Polachini do Valle, Joélcio Francisco Abbade & Angélica Maria Bicudo. (2019) The Correlation Between Students’ Progress Testing Scores and Their Performance in a Residency Selection Process. Medical Science Educator 29:4, pages 1071-1075.
Crossref
Crossref
Cees P. M. van der Vleuten & Lambert W. T. Schuwirth. (2019) Assessment in the context of problem-based learning. Advances in Health Sciences Education 24:5, pages 903-914.
Crossref
Crossref
Alan Neville, Geoff Norman & Robert White. (2019) McMaster at 50: lessons learned from five decades of PBL. Advances in Health Sciences Education 24:5, pages 853-863.
Crossref
Crossref
Virginie F. C. Servant-Miklos. (2018) Problem solving skills versus knowledge acquisition: the historical dispute that split problem-based learning into two camps. Advances in Health Sciences Education 24:3, pages 619-635.
Crossref
Crossref
Virginie F.C. Servant-Miklos. (2019) From Flexner to Rogers: An Inquiry into the Intellectual Origins of Problem-Based Learning at McMaster University Medical School. Health Professions Education 5:2, pages 93-102.
Crossref
Crossref
Mark A. Albanese & Georgia L. Hinman. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning
389
409
.
Virginie F. C. Servant‐Miklos, Geoff R. Norman & Henk G. Schmidt. 2019. The Wiley Handbook of Problem‐Based Learning. The Wiley Handbook of Problem‐Based Learning
3
24
.
Virginie F.C. Servant-Miklos. (2019) Fifty Years on: A Retrospective on the World's First Problem-based Learning Programme at McMaster University Medical School. Health Professions Education 5:1, pages 3-12.
Crossref
Crossref
Kathleen Hanley, Colleen Gillespie, Sondra Zabar, Jennifer Adams & Adina Kalet. (2019) Monitoring communication skills progress of medical students: Establishing a baseline has value, predicting the future is difficult. Patient Education and Counseling 102:2, pages 309-315.
Crossref
Crossref
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.
Crossref
Crossref
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.
Crossref
Crossref
Robert W. Irwin, Jeffrey Smith & S. Barry Issenberg. (2018) Long-Term Retention of Musculoskeletal Ultrasound Training During Residency. American Journal of Physical Medicine & Rehabilitation 97:7, pages 523-530.
Crossref
Crossref
Emily Diederich, Laura Thomas, Jonathan Mahnken & Matthew Lineberry. (2018) Pretest Scores Uniquely Predict 1-Year-Delayed Performance in a Simulation-Based Mastery Course for Central Line Insertion. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare 13:3, pages 163-167.
Crossref
Crossref
Cees van der Vleuten, Adrian Freeman & Carlos Fernando Collares. (2018) Progress test utopia. Perspectives on Medical Education 7:2, pages 136-138.
Crossref
Crossref
Daniela Miori Pascon, Eloá Otrenti & Vera Lucia Mira. (2018) Percepção e desempenho de graduandos de enfermagem em avaliação de metodologias ativas. Acta Paulista de Enfermagem 31:1, pages 61-70.
Crossref
Crossref
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.
Crossref
Crossref
Maria Inês da Rosa, Camila Carminati Isoppo, Helen Dominik Cattaneo, Kristian Madeira, Fernando Adami & Olavo Franco Ferreira Filho. (2017) O Teste de Progresso como Indicador para Melhorias em Curso de Graduação em Medicina. Revista Brasileira de Educação Médica 41:1, pages 58-68.
Crossref
Crossref
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.
Crossref
Crossref
Gertraud Gradl-Dietsch, Cavan Lübke, Klemens Horst, Melanie Simon, Ali Modabber, Tolga T. Sönmez, Ralf Münker, Sven Nebelung & Matthias Knobe. (2016) Peyton’s four-step approach for teaching complex spinal manipulation techniques – a prospective randomized trial. BMC Medical Education 16:1.
Crossref
Crossref
Sabrina M. Neeley, Catherine A. Ulman, Bette S. Sydelko & Nicole J. Borges. (2016) The Value of Progress Testing in Undergraduate Medical Education: a Systematic Review of the Literature. Medical Science Educator 26:4, pages 617-622.
Crossref
Crossref
Adam B. Joiner, Samantha Abbott & Damien Longson. (2015) Is Performance-Based Progress Testing in Psychiatry Feasible?. Academic Psychiatry 40:5, pages 790-795.
Crossref
Crossref
Kevin W. Eva, Georges Bordage, Craig Campbell, Robert Galbraith, Shiphra Ginsburg, Eric Holmboe & Glenn Regehr. (2015) Towards a program of assessment for health professionals: from training into practice. Advances in Health Sciences Education 21:4, pages 897-913.
Crossref
Crossref
Jeffrey S. LaRochelle, Ting Dong & Steven J. Durning. (2016) Pre-clerkship clinical skills and clinical reasoning course performance: Explaining the variance in clerkship performance. Perspectives on Medical Education 5:4, pages 215-221.
Crossref
Crossref
Debra Pugh & Glenn Regehr. (2016) Taking the sting out of assessment: is there a role for progress testing?. Medical Education 50:7, pages 721-729.
Crossref
Crossref
Debra Pugh, Farhan Bhanji, Gary Cole, Jonathan Dupre, Rose Hatala, Susan Humphrey-Murto, Claire Touchie & Timothy J Wood. (2016) Do OSCE progress test scores predict performance in a national high-stakes examination?. Medical Education 50:3, pages 351-358.
Crossref
Crossref
Mark Albanese & Susan M. Case. (2015) Progress testing: critical analysis and suggested practices. Advances in Health Sciences Education 21:1, pages 221-234.
Crossref
Crossref
Per J. Palmgren, Tobias Sundberg & Klara Bolander Laksov. (2015) Reassessing the educational environment among undergraduate students in a chiropractic training institution: A study over time. Journal of Chiropractic Education 29:2, pages 110-126.
Crossref
Crossref
Sabine Zundel, Gunnar Blumenstock, Stephan Zipfel, Anne Herrmann-Werner & Friederike Holderried. (2015) Portfolios Enhance Clinical Activity in Surgical Clerks. Journal of Surgical Education 72:5, pages 927-935.
Crossref
Crossref
J. M. Weller, M. Henning, R. Butler & A. Thompson. (2014) The Impact of the Australian and New Zealand College of Anaesthetists’ Specialist Examinations on Trainee Learning and Wellbeing: A Qualitative Study. Anaesthesia and Intensive Care 42:6, pages 736-744.
Crossref
Crossref
Debra Pugh, Claire Touchie, Timothy J Wood & Susan Humphrey-Murto. (2014) Progress testing: is there a role for the OSCE?. Medical Education 48:6, pages 623-631.
Crossref
Crossref
A. Simmenroth-Nayda, Y. Görlich, M. Wagner, M. Müther, C. Lohse, L. Utte, S. Leiterholt, H. Hoerauf & N. Feltgen. (2013) Studentische Lehre in der AugenheilkundeUndergraduate teaching in ophthalmology. Der Ophthalmologe 111:3, pages 235-240.
Crossref
Crossref
Steven LillisJill YielderVernon MogolBarbara O'ConnorKira BacalRoger BoothWarwick Bagg. (2014) Progress Testing for Medical Students at the University of Auckland: Results from the First Year of Assessments. Journal of Medical Education and Curricular Development 1, pages JMECD.S20094.
Crossref
Crossref
Nathan Evaniew, Ginger Holt, Sharyn Kreuger, Forough Farrokhyar, Bradley Petrisor, Kelly Dore, Mohit Bhandari & Michelle Ghert. (2013) The Orthopaedic In-Training Examination: Perspectives of Program Directors and Residents from the United States and Canada. Journal of Surgical Education 70:4, pages 528-536.
Crossref
Crossref
Marja G. K. Dijksterhuis, Lambert W. T. Schuwirth, Didi D. M. Braat & Fedde Scheele. (2013) An exploratory study into the impact and acceptability of formatively used progress testing in postgraduate obstetrics and gynaecology. Perspectives on Medical Education 2:3, pages 126-141.
Crossref
Crossref
Alison Mostyn, Oonagh Meade & Joanne S Lymn. (2012) Using Audience Response Technology to provide formative feedback on pharmacology performance for non-medical prescribing students - a preliminary evaluation. BMC Medical Education 12:1.
Crossref
Crossref
Roy Remmen, Johan Wens, Annelies Damen, Herman Duesman & Veronique Verhoeven. (2012) Knowledge assessment of trainees and trainers in general practice in a neighboring country. Making a case for international collaboration. BMC Family Practice 13:1.
Crossref
Crossref
Norma J. MacIntyre, Sydney C. Lineker, Christina Hallett, Jake TumberNalin FernandoMagdalena Hul. (2012) Management of Early- and Late-Stage Rheumatoid Arthritis: Are Physiotherapy Students' Intended Behaviours Consistent with Canadian Best Practice Guidelines?. Physiotherapy Canada 64:3, pages 262-270.
Crossref
Crossref
Henk G. Schmidt, Arno M. M. Muijtjens, Cees P. M. Van der Vleuten & Geoffrey R. Norman. (2012) Differential Student Attrition and Differential Exposure Mask Effects of Problem-Based Learning in Curriculum Comparison Studies. Academic Medicine 87:4, pages 463-475.
Crossref
Crossref
Sacha Agrawal, Geoffrey R Norman & Kevin W Eva. (2012) Influences on medical students’ self‐regulated learning after test completion. Medical Education 46:3, pages 326-335.
Crossref
Crossref
Lambert W. T. Schuwirth & Cees P. M. van der Vleuten. (2012) The use of progress testing. Perspectives on Medical Education 1:1, pages 24-30.
Crossref
Crossref
Marleen Olde Bekkink, Rogier Donders, Goos N. P. van Muijen & Dirk J. Ruiter. (2011) Challenging medical students with an interim assessment: a positive effect on formal examination score in a randomized controlled study. Advances in Health Sciences Education 17:1, pages 27-37.
Crossref
Crossref
Zareen Zaidi & John Norcini. 2012. Urolithiasis. Urolithiasis
807
818
.
Geoff Norman. (2010) Is experimental research passé. Advances in Health Sciences Education 15:3, pages 297-301.
Crossref
Crossref