Evidence map›Paper›PMID 39700211›Full record

ArticlePloS one2024

Continuous assessment in medical education: Exploring students' views on the progress test.

Helena Landim Gonçalves Cristóvão, Nathalia Bavaresco Gonçalves Cristóvão, Lenina Mariana de Moraes Castellari, André Bavaresco Gonçalves Cristóvão, Emerson Roberto Dos Santos, Alex Bertolazzo Quitério, Ryan Emiliano da Silva, Denise Cristina Mós Vaz Oliani, Alba Regina de Abreu Lima, Vânia Maria Sabadoto Brienze and 4 more

Abstract read
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In one paragraph

Article in PloS one, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

14 authors.

Helena Landim Gonçalves CristóvãoCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Nathalia Bavaresco Gonçalves CristóvãoUniversity of Santo Amaro (UNISA), São Paulo, Brazil.
Lenina Mariana de Moraes CastellariCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
André Bavaresco Gonçalves CristóvãoUniversity of Santo Amaro (UNISA), São Paulo, Brazil.
Emerson Roberto Dos SantosCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Alex Bertolazzo QuitérioCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Ryan Emiliano da SilvaCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Denise Cristina Mós Vaz OlianiCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Alba Regina de Abreu LimaCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Vânia Maria Sabadoto BrienzeCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Dorotéia Rossi da Silva SouzaCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Tatiane IemboFaculty of Medicine in São José do Rio Preto (FACERES), São José do Rio Preto, São Paulo, Brazil.ORCID 0000-0002-8394-0713
Thais Santana Gastardelo BizottoCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.
Júlio César AndréCenter for Studies and Development of Health Education-Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The Progress Test (PT) is a valuable tool for the continuous assessment of medical students' learning. This quantitative, cross-sectional study aimed to understand the perceptions of 908 medical students (702 from a private and 206 from a public institution) in São Paulo, Brazil, regarding the design and implementation of PT. Analysis included descriptive statistics, Spearman's correlation, Pearson's Chi-square test, and Fisher's exact test. Results revealed a strong positive correlation between academic progression and expected PT performance. Students from both institutions positively perceived PT construction and received adequate information about its importance. Significant differences were observed between institutions regarding classroom discussion of PT questions and content adequacy. The study highlights PT's strengths and challenges, emphasizing the need for curriculum alignment, individualized feedback, and strategies to enhance student motivation. It contributes to the field of medical education assessment by providing insights for improving PT implementation and effectiveness. Future research directions include exploring stakeholder perspectives, conducting longitudinal studies, and examining PT's impact across diverse educational contexts.This research underscores the value of student perspectives in developing effective assessment practices, supporting the evolution of competent medical professionals through meaningful educational strategies.

Indexed as

Educational MeasurementStudents, MedicalAdultBrazilCross-Sectional StudiesCurriculumEducation, MedicalFemaleHumansMaleYoung Adult

Identifiers

PMID39700211
PMCPMC11658631

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.