The progress test of medicine: the Dutch experience

René A. Tio; Bert Schutte; Ariadne A. Meiboom; Janke Greidanus; Eline A. Dubois; Andre J.A. Bremers

doi:10.1007/s40037-015-0237-1

The progress test of medicine: the Dutch experience

René A. Tio^*, Bert Schutte, Ariadne A. Meiboom, Janke Greidanus, Eline A. Dubois, Andre J.A. Bremers

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum which are summative in the end. The current situation with emphasis on the formative and summative aspects will be discussed. The reader will get insight into the way progress testing can be used as feedback for students and schools.

Original language	English
Pages (from-to)	51–55
Number of pages	5
Journal	Perspectives on Medical Education
Volume	5
Issue number	1
DOIs	https://doi.org/10.1007/s40037-015-0237-1
Publication status	Published - Feb 2016

Keywords

Benchmarking
Formative assessment
Progress test
Summative assessment

Access to Document

10.1007/s40037-015-0237-1Licence: CC BY

Cite this

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AU - Bremers, Andre J.A.

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