Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo
BACKGROUND: Progress testing is a longitudinal tool for evaluating knowledge gains during the medical school years. OBJECTIVES: (1) To implement progress testing as a form of routine evaluation; (2) to verify whether cognitive gain is a continuous variable or not; and (3) to evaluate whether there is loss of knowledge relating to basic sciences in the final years of medical school. METHODS: A progress test was applied twice a year to all students from 2001 to 2004. The mean percentage score was calculated for each school year, employing ANOVA with post hoc Bonferroni test evaluation for each test. RESULTS: Progress testing was implemented as a routine procedure over these 4 years. The results suggest a cognitive gain from first to sixth year in all eight tests, as a continuum (P for trend < .0001). Gain was found to be continuous for basic sciences (taught during the first 2 years), clinical sciences (P < .0001), and clerkship rotation (P < .0001). There was no difference between the performance of men and women. CONCLUSION: Progress testing was implemented as a routine, applied twice a year. Data suggest that cognitive gain during medical training appears to be a continuum, even for basic science issues.
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Faculdade de Medicina / USP
2005
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oai:scielo:S1807-593220050005000072005-10-24Progress testing: evaluation of four years of application in the school of medicine, University of São PauloTomic,Eliane R.Martins,Milton A.Lotufo,Paulo A.Benseñor,Isabela M. Progress testing Longitudinal test Assessment Teaching Medical graduation BACKGROUND: Progress testing is a longitudinal tool for evaluating knowledge gains during the medical school years. OBJECTIVES: (1) To implement progress testing as a form of routine evaluation; (2) to verify whether cognitive gain is a continuous variable or not; and (3) to evaluate whether there is loss of knowledge relating to basic sciences in the final years of medical school. METHODS: A progress test was applied twice a year to all students from 2001 to 2004. The mean percentage score was calculated for each school year, employing ANOVA with post hoc Bonferroni test evaluation for each test. RESULTS: Progress testing was implemented as a routine procedure over these 4 years. The results suggest a cognitive gain from first to sixth year in all eight tests, as a continuum (P for trend < .0001). Gain was found to be continuous for basic sciences (taught during the first 2 years), clinical sciences (P < .0001), and clerkship rotation (P < .0001). There was no difference between the performance of men and women. CONCLUSION: Progress testing was implemented as a routine, applied twice a year. Data suggest that cognitive gain during medical training appears to be a continuum, even for basic science issues.info:eu-repo/semantics/openAccessFaculdade de Medicina / USPClinics v.60 n.5 20052005-10-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S1807-59322005000500007en10.1590/S1807-59322005000500007 |
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Tomic,Eliane R. Martins,Milton A. Lotufo,Paulo A. Benseñor,Isabela M. |
| spellingShingle |
Tomic,Eliane R. Martins,Milton A. Lotufo,Paulo A. Benseñor,Isabela M. Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo |
| author_facet |
Tomic,Eliane R. Martins,Milton A. Lotufo,Paulo A. Benseñor,Isabela M. |
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Tomic,Eliane R. |
| title |
Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo |
| title_short |
Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo |
| title_full |
Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo |
| title_fullStr |
Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo |
| title_full_unstemmed |
Progress testing: evaluation of four years of application in the school of medicine, University of São Paulo |
| title_sort |
progress testing: evaluation of four years of application in the school of medicine, university of são paulo |
| description |
BACKGROUND: Progress testing is a longitudinal tool for evaluating knowledge gains during the medical school years. OBJECTIVES: (1) To implement progress testing as a form of routine evaluation; (2) to verify whether cognitive gain is a continuous variable or not; and (3) to evaluate whether there is loss of knowledge relating to basic sciences in the final years of medical school. METHODS: A progress test was applied twice a year to all students from 2001 to 2004. The mean percentage score was calculated for each school year, employing ANOVA with post hoc Bonferroni test evaluation for each test. RESULTS: Progress testing was implemented as a routine procedure over these 4 years. The results suggest a cognitive gain from first to sixth year in all eight tests, as a continuum (P for trend < .0001). Gain was found to be continuous for basic sciences (taught during the first 2 years), clinical sciences (P < .0001), and clerkship rotation (P < .0001). There was no difference between the performance of men and women. CONCLUSION: Progress testing was implemented as a routine, applied twice a year. Data suggest that cognitive gain during medical training appears to be a continuum, even for basic science issues. |
| publisher |
Faculdade de Medicina / USP |
| publishDate |
2005 |
| url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S1807-59322005000500007 |
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