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Compares the academic achievement of students from two Dutch medical schools, one employing problem-based learning (PBL) and one using non-PBL methods. No systematic differences were found on total test scores. Differences were demonstrated only at the level of individual questions. Results indicate that PBL and non-PBL instructional methods have similar effects on medical factual knowledge. (Author/PVD)

Sharing and collaboration relating to progress testing already takes place on a national level and allows for quality control and comparisons of the participating institutions. This study explores the possibilities of international sharing of the progress test after correction for cultural bias and translation problems. Three progress tests were reviewed and administered to 3043 Pretoria and 3001 Maastricht medical students. In total, 16% of the items were potentially biased and removed from the test items administered to the Pretoria students (9% due to translation problems; 7% due to cultural differences). Of the three clusters (basic, clinical and social sciences) the social sciences contained most bias (32%), basic sciences least (11%). The differences that were found, comparing the student results of both schools, seem a reflection of the deliberate accentuations that both curricula pursue. The results suggest that the progress test methodology provides a versatile instrument that can be used to assess medical schools across the world. Sharing of test material is a viable strategy and test outcomes are interesting and can be used in international quality control. [ABSTRACT FROM AUTHOR]

Illustrates the role played by peer review committees to conduct quality assurance reviews in the construction of medical tests in the Netherlands. Approach used by the Progress Test Review Committee; Highlights of the steps and approaches necessary to achieve effective peer review.

In the past years many educational innovations have taken place in higher education. A central tendency in these innovations is to base curricula more on the educational needs of students. Student-centered education attempts to optimize the learning process of students, i.e. the creation of a stimulating and active learning environment. A logical next step in placing students at the centre of their education is involving them in the quality control, organization and development of curricula. In current medical literature barely any attention is paid to student participation in educational organization. This article presents an example of student involvement in the educational organization of the Medical School at the University of Maastricht. Opportunities for student participation in curriculum planning and organization are given, including advantages and possible disadvantages of student involvement. Implications for faculties wishing to incorporate students in their organization are discussed, as are action items for students wishing to improve their input. [ABSTRACT FROM AUTHOR]

This article reviews consistent research findings concerning the assessment of clinical competence during the clerkship phase of the undergraduate medical training programme on issues of reliability, validity, effect on training programme and learning behaviour, acceptability and costs. Subsequently, research findings on the clinical clerkship as a learning environment are discussed demonstrating that the clinical attachment provides a rather unstructured educational framework. Five fundamental questions (why, what, when, how, who) are addressed to generate general suggestions for improving assessment on the basis of the evidence on assessment and clinical training. Good assessment requires a thoughtful compromise between what is achievable and what is ideal. It is argued that educational effects are eminently important in this compromise, particularly in the unstructured clinical setting. Maximizing educational effects can be achieved in combination with improvements of other measurement qualities of the assessment. Two concrete examples are provided to illustrate the recommended assessment strategies.