Differences in knowledge development exposed by multi-curricular progress test data

摘要

Progress testing provides data on the growth of students’ knowledge over the course of the curriculum obtained from the results of all students in the curriculum on periodical similar tests pitched at end-of-curriculum level. Since 2001, three medical schools have jointly constructed and administered four progress tests annually. All students in the 6-year undergraduate curricula of these schools take the same tests resulting in 24 distinct measurements per academic year (four tests for six student year groups), which may be used to compare performance between and within schools. Because single point measurements had proven unreliable, we devised a method to use cumulative information to compare schools’ test performance. This cumulative deviation method involves calculation of the deviations of schools’ scores from the cross-institutional average score for 24 measurement moments in 1 year. The current study shows that it appears to be feasible to use a combination of the cumulative deviation method and trend analysis for subdomains of medical knowledge to detect strengths and weaknesses in knowledge development in medical curricula. We illustrate the method by applying it to data from 16 consecutive progress tests administered to all students (4,300) of three medical schools in the academic years 2001/2002 through 2004/2005.