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Evaluation of Curriculum by Progress Test



Author(s)

H. Omer Tontus and Ozlem Midik

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DOI:10.17265/1548-6648/2017.06.003

 

Progress test is a test of the whole learning process. Questions are chosen depending on the complete learning objectives of medical school and this can give opportunity to evaluate curriculum. We aimed to examine the use of progress tests in a matrix table as part of a feedback process to curriculum designer and evaluate the strengths and weaknesses of curriculum. Progress testing was introduced to our students since 2009. We used 200 MCQ single best answer format questions from 40 departments in 11 organ different systems. In total we gathered 713790 answers from students’ paper based tests. The Matrix Analyse Table constructed by tagged questions’ answers to departments educational activities. Followed by evaluation of departments depending on students’ response with predetermined difficulty indexed questions. Answers embedded to the matrix table to take a snapshot of curriculum. In the Matrix Analyse Table, we summarized organ systems in columns and departments in rows. Endocrine & Metabolism system questions were best correct answers rate while Urogenital System lowest. Infectious Disease Department is rated worst by students’ answers as feedback. But by using matrix table, we found infectious disease question, which related respiratory system having good correct rate while cardiovascular infectious disease worst. Such results enable us opportunity to criticize specific point. Our results show that progress testing is a valid and reliable instrument to evaluate effectiveness of departments and divisions in undergraduate medical education. The Matrix Analyse Table gives perfect clues to students and curriculum designers about their strength and weakness.

Progress test, curriculum, evaluation, matrix analyse.