Choosing and designing knowledge assessments: experience at a new medical school.
BACKGROUND
Curriculum developers have a wide choice of assessment methods in all aspects of medical education including the specific area of medical knowledge. When selecting the appropriate tool, there is an increasing literature to provide a robust evidence base for developments or decisions.


OBJECTIVE
As a new medical school, we wished to select the most appropriate method for knowledge assessment.


METHODS
This article describes how a new medical school came to choose progress testing as its only method of summative assessment of undergraduate medical knowledge.


RESULTS
The rationale, implementation, development and performance of the assessment are described. The position after the first cohort of students qualified is evaluated.


CONCLUSIONS
Progress testing has worked well in a new school. Opportunities for further study and development exist. It is to be hoped that our experiences and evidence will assist and inform others as they consider developments for their own schools.
Freeman
Adrian C
AC
Peninsula College of Medicine and Dentistry, Peninsula Medical School, Exeter, UK. adrain.freeman@pms.ac.uk
Ricketts
Chris
C
D019985:Benchmarking; D004504:Education, Medical, Undergraduate / Q000592:standards*; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D030141:Feedback, Psychological; D006801:Humans; D012577:Schools, Medical / Q000592:standards*; D006113:United Kingdom