SynthesisBMC medical education2025
A systematic review of progress test as longitudinal assessment in Saudi Arabia.
Synthesis in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.
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.
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.
Who cites it
3 citing papers in PubMed.
- Predictive validity of progress test scores and academic achievement on SMLE performance among Saudi medical graduates.Journal of Taibah University Medical Sciences · 2025Article
- Improving outcomes in Medical Education: A Study of Clinical Cardiovascular Module Performance at Al-Baha Faculty of Medicine.Pakistan journal of medical sciences · 2025Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with particular emphasis on progress test and its utility, advantages, and disadvantages.
methodsA systematic search was conducted across relevant databases to identify studies that discuss progress test in undergraduate medical education in Saudi Arabia. The studies were analyzed to evaluate their alignment with study objectives and to the demands of a changing healthcare landscape.
resultsThe review highlights the dynamic nature of progress test (PT) as a longitudinal assessment method in undergraduate medical education in Saudi Arabia. The advantages included yearly assessments and holistic feedback to enhance learning techniques and knowledge retention. Moreover, PT serves as both a summative and formative assessment, offering personalized learning experiences tailored to individual needs and pacing. Contrasting traditional assessments, PT promotes deep learning strategies and meaning-oriented approaches, fostering holistic understanding rather than rote memorization. Additionally, PT's continuous nature allows for early identification of knowledge gaps and facilitates ongoing improvement.
conclusionThis systematic review provides a comprehensive overview of progress test as a longitudinal assessment method in undergraduate medical education. It identifies areas for improvement and informs the development of more effective assessment methods that better prepare future doctors for a future of innovation and personalized medicine.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
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.