The versatility of progress testing assessed in an international context: a start for benchmarking global standardization?

References

• ALBANESE, M.A. & Myrc:HELL, S. (1993) Problem-based learning: A review of literature on its outcomes and implementation issues, Academic Medicine, 68, pp. 52–81.
   Google Scholar
• ALBANO, M.G., CAVALLO, F., HooGENtsoom, R., MAGNI, F., MAJOOR, G., M-n, F., SCHUWIRTH, L., STIEGLER, I. & VAN DER VLEUTEN, C. (1996) An international comparison of knowledge levels of medical students: The maastricht progress test, Medical Education, 30, pp. 239–245.
   Google Scholar
• BERKSON, L. (1993) Problem-based learning: Have the expectations been met?, Academic Medicine, 68, pp. S79–88.
   Google Scholar
• BLAKE, J.M., NOR/NAN, G.R., KEANE, D.R., MUELLER, C.B., GUNN1NGTON, J. & DIDYK, N. (1996) Introducing progress testing in McMaster university's problem-based medical curriculum: Psychometric properties and effect on learning, Academic Medicine, 71, pp. 1002–1007.
   Google Scholar
• BLAKE, J.M., NORNIAN, G.R., KINSEY, E. & SMITH, M. (1995) Report card from McMaster: Student evaluation at a problem-based medical school, Lancet, 345, pp. 899–902.
   Google Scholar
• Boox, J.M., MEIR1NG, J.H. & RICHARDS, P.A. (2002) Clinical anatomy as the basis for clinical examination: Development and evaluation of an introduction to clinical examination in a problem-oriented medical curriculum, Clinical Anatomy, 15, pp. 45–50.
   Google Scholar
• RULTE, J.A. & KET, P. (2000) Forum 1: Invoeren van de maastrichtse voortgangstoets in andere faculteiten: J/0/? [Introducing the Maastricht progress test at other medical schools: True/False/I don't know?], Tzjdschrift voor Medisch Onderwijs, 19, pp. 31–37.
   Google Scholar
• COHEN, J.J. (2000) Defining international standards in basic medical education: The world federation for medical education has initiated a timely discussion, Medical Education, 34, pp. 600–601.
   Google Scholar
• FOURIE, S., SUMMERS, B., LeiwEs, M.M.J. & SUMMERS, R.S. (2002) Development of a student progress test for the BPharm offered by MEDUNSA, in partnership with TP, Pharmaciae, 10, pp. 20–21. GARDNER, M.J. & ALTMAN, D.G. (1989) Statistics with confidence. Confidence intervals and statistical guidelines (Belfast, British Medical Journal).
   Google Scholar
• MISLEVY, R.J. (1995) What can we learn from international assessments?, Educational Evaluation and Policy Analysis, 17, pp. 419–437.
   Google Scholar
• NORMAN, G.R. & STRE1NER, D.L. (2000) Biostatistics: The bare essentials (Hamilton, B.C. Decker Inc.).
   Google Scholar
• PoLLEmAxs, M. (1994) Kennistoetsing bij huisartsen [Testing knowledge of general practitioners] . Maastricht: PhD dissertation, Maastricht University.
   Google Scholar
• PRIDEAUX, D. & GORDON, J. (2002) Can global co-operation enhance quality in medical education? Some lessons from an international assessment consortium, Medical Education, 36, pp. 404–405.
   Google Scholar
• PRINCE, C.J.A.H., VAN MAMEREN, H., HYLKEMA, N., DRUKKER, J., SCHERMER, A.J.J.A. & VAN DER VLELJTEN, C.P.M. (2003) Does problem-based learning lead to deficiencies in basic science knowledge? An empirical case on anatomy, Medical Education, 37, pp. 15–21. RAM, P. (1998) Comprehensive assessment of general practitioners. Maastricht: PhD dissertation, Maastricht University.
   Google Scholar
• SCHMIDT, H.G. (1990). Innovative and conventional curricula compared: What can be said about their effects?, in: Z.M. NOOMAN & H.G. SCHMIDT & E.S. EZZAT (Eds), Innovation in medical education. An evaluation of its present status, pp. 1–7 (New York: Springer Publishing Company).
   Google Scholar
• SCHUWIRTH, L.W.T., SCDRANDER, J.P.P. & VAN DER VLEUTEN, C.P.M. (1993) Assistententoets kindergeneeskunde: Een beschrijving van de psychometrische eigenschappen. [The national examinaton for resi-dents in paediatrics: A description of its psychometric properties], Bulletin Medisch Onderwijs, 12, pp. 146–151.
   Google Scholar
• SHEN, L. (2000) Progress testing for postgraduate medical education: A four-year experiment of American College of Ostepathic Surgeons resident examinations, Advances in Health Sciences Education, 5, pp. 117–129.
   Google Scholar
• TEN CATE, T.J. (1985) De invloed van anonimiteit op de resultaten van tijdschrifonderzoek. [The influence of anonymity on the results of time registration research], Tzjdschrift voor Onderwijsresearch, 10, pp. 263–273.
   Google Scholar
• THE WORLD FEDERATION FOR MEDICAL EDUCATION. (1998) International standards in medical education: Assessment and accreditation of medical schools' — educational programmes. A WFME position paper, Medical Education, 32, pp. 549–558.
   Google Scholar
• VAN BERKEL, H.J.M., NUY, H.J.P. & GEERIINGS, T. (1995) The influence of progress tests and block tests on study behaviour, Instructional Science, 22, pp. 317–333.
   Google Scholar
• VAN DER VLEuTEN, C.P.M. (1996) Beyond intuition. Maastricht: inaugural lecture, Maastricht University.
   Google Scholar
• VAN DER VLEUTEN, C.P.M., SCHERMER, A.M.A., WIJNEN, W.H.F.W. & SNELLEN, H.A.M. (1996a) Flexibility in learning: A case report on problem-based learning, International Higher Education, 2, pp. 17–24. VAN DER VLEUTEN, C.P.M., VERWIJNEN, G.M. & WuNEN, W.H.F.W. (1996b) Fifteen years of experience with progress testing in a problem-based learning curriculum, Medical Teacher, 18, pp. 103–109.
   Google Scholar
• VAN HESSEN, P.A.W. & VERWIJNEN, G.M. (1990) Does problem-based learning provide other knowledge? Paper presented at the Teaching and Assessing Clinical Competence, Groningen, May 22–24,1989.
   Google Scholar
• VAN T .FAUWEN, Y.D. (1995) Growth in knowledge of trainees in general practice. Figures on facts. Maastricht: PhD dissertation, Maastricht University.
   Google Scholar
• VAN Ttif, C.T., VAN DER NkEurEN, C.P.M. & VAN BERKEL, H.J.M. (1997) Problem-based learning behavior: The impact of differences in problem-based learning style and activity on students' achievement. Paper presented at the Annual Meeting of the American Educational Research association, Chicago, March 24–28,1997.
   Google Scholar
• VERHOEVEN, B.H., VAN Tn., C.T., VERWIJNEN, G.M., SCHERPBIER, A.J.J.A. & VAN DER VLEUTEN, C.P.M. The consequential validity of the progress test: An investigation into the relationship between test results and problem-based learning behaviour, (submitted).
   Google Scholar
• VERHOEVEN, B.H., VERWIJNEN, G.M., S CHERPBIER,HOLDIUNET,R.S.G., GESEBURG, B., BuLTE, J.A. & VAN DER NkEtrrEN, C.P.M. (1998a) An analysis of progress test results of PBL and non-PBL students, Medical Teacher, 20, pp. 310–316.
   Google Scholar
• VERHOEVEN, B.H., VERWIJNEN, G.M., SCHERPBIER, A.J.J.A., SCHUW1RTH, L.W.T. & VAN DER VLEUTEN, C.P.M. (1998b) Quality assurance in test construction: The approach of a multidisciplinary central test commit-tee, Education for Health, 12, pp. 49–60.
   Google Scholar
• VERHOEVEN, B.H., VERWIJNEN, G.M., SCHERMER, A.J.J.A. & VAN DER NkEurEN, C.P.M. (2002) Growth of medical knowledge, Medical Education, 36, pp. 711–717.
   Google Scholar
• VERNON, D.T.A. & BLAKE, R.L. (1993) Does problem-based learning work? A meta-analysis of evaluative research, Academic Medicine, 68, pp. 550–563.
   Google Scholar
• VERWIJNEN, M., IMBOS, T., SNFI I FN, H., STALENHOEF, B., POLLEMANS, M., VAN LUYK, S., SPROOTEN, M., VAN LEEUWEN, Y. & VAN DER VLEUTEN, C. (1982) The evaluation system at the medical school of maastricht, Assessment and Evaluation in Higher Education, 7, pp. 225–244.
   Google Scholar
• VERWIJNEN, M., VAN DER VLEIrrEN, C. & Imsos, T. (1990). A comparison of an innovative medical school with traditional schools: An analysis in the cognitive domain, in: Z.M. NOOMAN & H.G. SCHMIDT & E.S. EZZAT (Eds), Innovation in medical education: An evaluation of its present status, pp. 40–49 (New-York, Springer Publishing Company).
   Google Scholar