Abstract:
BACKGROUND:Curriculum developers have a wide choice of assessment methods in all aspects of medical education including the specific area of medical knowledge. When selecting the appropriate tool, there is an increasing literature to provide a robust evidence base for developments or decisions. AIM:As a new medical school, we wished to select the most appropriate method for knowledge assessment. METHODS:This article describes how a new medical school came to choose progress testing as its only method of summative assessment of undergraduate medical knowledge. RESULTS:The rationale, implementation, development and performance of the assessment are described. The position after the first cohort of students qualified is evaluated. CONCLUSION:Progress testing has worked well in a new school. Opportunities for further study and development exist. It is to be hoped that our experiences and evidence will assist and inform others as they consider developments for their own schools.
journal_name
Med Teachjournal_title
Medical teacherauthors
Freeman AC,Ricketts Cdoi
10.3109/01421591003614858subject
Has Abstractpub_date
2010-01-01 00:00:00pages
578-81issue
7eissn
0142-159Xissn
1466-187Xjournal_volume
32pub_type
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