Evaluation of the effectiveness of progressive disclosure questions as an assessment tool for knowledge and skills in a problem based learning setting among third year medical students at The University of The West Indies Trinidad and Tobago

摘要

BackgroundAt the University of the West Indies, Trinidad and Tobago, third year undergraduate teaching is a hybrid of problem-based learning (PBL) and didactic lectures. PBL discourages students from simply getting basic factual knowledge but encourages them to integrate these basic facts with clinical knowledge and skills. Recently progressive disclosure questions (PDQ) also known as modified essay questions (MEQs) were introduced as an assessment tool which is reported to be in keeping with the PBL philosophy.