Progress testing in resource-poor countries: a case from Mozambique.
A wealth of evidence for the effectiveness of progress testing in problem-based learning curricula has been collected in the Western academic world, but whether the progress testing can be equally effective in problem-based medical schools in resource-poor countries is a question that remains to be answered. In order to provide an initial answer to this question, we describe our experiences with progress testing in a medical school in Mozambique since its establishment in 2001, specifically focusing on test acceptability, formative educational impact, test validity and test reliability. After 7 years of experience, we think that the conclusion is justified that the progress testing can be a feasible and effective assessment instrument even in a resource poor setting. Institutional collaboration is important to guarantee test quality and sustainability.
Aarts
Rembrant
R
Universidade Católica de Moçambique, Mozambique.
Steidel
Konrad
K
Manuel
Beatriz A F
BA
Driessen
Erik W
EW
D004504:Education, Medical, Undergraduate; D004521:Educational Measurement / Q000379:methods*; D006801:Humans; D009073:Mozambique; D018794:Problem-Based Learning; D016730:Program Development; D015203:Reproducibility of Results; D013337:Students, Medical