Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum

References

• Dolmans DHJM, De Grave W, Wolfhagen IHAP, et al. Problem-based learning: future challenges for educational practice and research. Med Educ. 2005;39:732–7.
   PubMed Web of Science ®Google Scholar
• Nendaz MR, Tekian A. Assessment in problem-based learning medical schools: a literature review. Teach Learn Med. 1999;11:232–243.
   Web of Science ®Google Scholar
• Epstein RM. Medical education - assessment in medical education. N Engl J Med. 2007;356:387–396.
   PubMed Web of Science ®Google Scholar
• Sahoo S, Myint KT, Soe HHK, et al. Formative assessment of ophthalmology problem-based learning tutorials during undergraduate medical training. Asia-Pacific J Ophthalmol. 2013;2:282–285.
   Google Scholar
• Yaqinuddin A, Kvietys P, Ganguly P, et al. PBL performance correlates with content acquisition assessment: a study in a hybrid PBL program at Alfaisal University. Med Teach. 2012;34:83.
   Web of Science ®Google Scholar
• Tormey W. Education, learning and assessment: current trends and best practice for medical educators. Ir J Med Sci. 2015;184:1–12.
   PubMed Web of Science ®Google Scholar
• Bestetti RB, Couto LB, Romão GS, et al. Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum: the UNAERP experience. Med Educ Online. 2014;19:1–5.
   Web of Science ®Google Scholar
• Bestetti RB, Couto LB, Restini CB, et al. Assessment test before the reporting phase of tutorial session in problem-based learning. Adv Med Educ Pract. 2017;8:181–187.
   Web of Science ®Google Scholar
• Couto B, Bestetti RB, Restini CBA, et al. Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment. Med Educ Online. 2015;20:1–5.
   Web of Science ®Google Scholar
• Couto LB, Romão GS, Bestetti RB. Good teacher, good tutor. Adv Med Educ Pract. 2016;7:377–380.
   Web of Science ®Google Scholar
• Eva KW. Assessing tutorial-based assessment. Adv Heal Sci Educ. 2001;6:243–257.
   PubMed Web of Science ®Google Scholar
• Mubuuke AG, Louw AJN, Van Schalkwyk S. Utilizing students’ experiences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide: an exploratory qualitative study. BMC Med Educ. 2016;16:6.
   Web of Science ®Google Scholar
• Evans DJR, Zeun P, Stanier RA. Motivating student learning using a formative assessment journey. J Anat. 2014;224:296–303.
   PubMed Web of Science ®Google Scholar
• Rolfe I, McPherson J. Formative assessment : how am I doing? Lancet. 1995;345:837–839.
   PubMed Web of Science ®Google Scholar
• Sadler DR. Formative assessment and the design of instructional systems. Instr Sci. 1989;18:119–144.
   Web of Science ®Google Scholar
• Furmedge DS, Smith L-J, Sturrock A, et al. Developing doctors: what are the attitudes and perceptions of year 1 and 2 medical students towards a new integrated formative objective structured clinical examination? BMC Med Educ. 2016;16:32.
   Web of Science ®Google Scholar
• Brannick MT, Erol-Korkmaz HT, Prewett M. A systematic review of the reliability of objective structured clinical examination scores. Med Educ. 2011;45:1181–1189.
   PubMed Web of Science ®Google Scholar
• Casey PM, Goepfert AR, Espey EL, et al. To the point: reviews in medical education-the objective structured clinical examination. Am J Obstet Gynecol. 2009;200:25–34.
   PubMed Web of Science ®Google Scholar
• O’Sullivan P, Chao S, Russell M, et al. Development and implementation of an objective structured clinical examination to provide formative feedback on communication and interpersonal skills in geriatric training. J Am Geriatr Soc. 2008;56:1730–1735.
   PubMed Web of Science ®Google Scholar
• Albanese M, Case SM. Progress testing: critical analysis and suggested practices. Adv Heal Sci Educ. 2016;21:221–234.
   PubMed Web of Science ®Google Scholar
• Blake JM, Norman GR, Keane DR, et al. Introducing progress testing in mcmaster university’s problem-based medical curriculum: psychometric properties and effect on learning. Acad Med. 1996;71:1002–1007.
   PubMed Web of Science ®Google Scholar
• Van Der Vleuten C. Fifteen years experience of progress testing in a problem-based curriculum. Med Teach. 1996;18:103–109.
   Web of Science ®Google Scholar
• De Champlain AF, Cuddy MM, P V Scoles, et al. Progress testing in clinical science education: results of a pilot project between the National Board of Medical Examiners and a US Medical School. Med Teach. 2010;32:503–508.
   PubMed Web of Science ®Google Scholar
• Willoughby TL, Dimond EG, Smull NW. Correlation of quarterly profile examination and national board of medical examiner scores. Educ Psychol Meas. 1977;37:445–449.
   Web of Science ®Google Scholar
• Mcharg J, Bradley P, Chamberlain S, et al. Assessment of progress tests. Med Educ. 2005;39:221–227.
   PubMed Web of Science ®Google Scholar
• Schuwirth LWT, van der Vleuten CPM. The use of progress testing. Perspect Med Educ. 2012;1:24–30.
   PubMedGoogle Scholar
• Wrigley W, Vleuten CPMVANDER, Freeman A, et al. AMEE GUIDE A systemic framework for the progress test: strengths, constraints and issues: AMEE guide no. 71. Med Teach. 2012;31:683–697.
   Web of Science ®Google Scholar
• Von Bergmann H, Dalrymple KR, Wong S, et al. Investigating the relationship between PBL process grades and content acquisition performance in a PBL dental program. J Dent Educ. 2007;71:1160–1170.
   PubMed Web of Science ®Google Scholar
• Kaufman DM, Hansell MM. Can non-expert PBL tutors predict their students’ achievement? An exploratory study. Acad Med. 1997;72:S16–S18.
   Web of Science ®Google Scholar
• Whitfield CF, Xie SX. Correlation of problem-based learning facilitators’ scores with student performance on written exams. Adv Heal Sci Educ. 2002;7:41–51.
   PubMed Web of Science ®Google Scholar
• Schmidt HG. Problem-based learning: rationale and description. Med Educ. 1983;17:11–16.
   PubMed Web of Science ®Google Scholar
• Kamp RJA, Van Berkel BHJM, Popeijus HE, et al. Midterm peer feedback in problem-based learning groups : the effect on individual contributions and achievement. Adv Heal Sci Educ. 2014;19:53–69.
   PubMed Web of Science ®Google Scholar
• Jang HW, Park SW. Effects of personality traits on collaborative performance in problem-based learning tutorials. Saudi Med J. 2016;37:1365–1371.
   Web of Science ®Google Scholar
• Tio RA, Schutte B, Meiboom AA, et al. The progress test of medicine: the Dutch experience. Perspect Med Educ. 2016;5:51–55.
   PubMed Web of Science ®Google Scholar
• Kassab E, Hassan N, Abu-Hijleh MF, et al. Lecturing skills as predictors of tutoring skills in a problem-based medical curriculum. Adv Med Educ Pract. 2016;7:1–6.
   Web of Science ®Google Scholar
• Leach DC. Competence is a habit. JAMA. 2002;287:243.
   PubMed Web of Science ®Google Scholar
• Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA. 2002;287:226.
   PubMed Web of Science ®Google Scholar
• Al Kadri HM, Al-Moamary MS, van der Vleuten C. Students’ and teachers’ perceptions of clinical assessment program: a qualitative study in a PBL curriculum. BMC Res Notes. 2009;2:263.
   PubMedGoogle Scholar