title: Progress testing in intensive care medicine training: useful and feasible?!
abstract: So far the in-training assessment of knowledge is perhaps underrepresented in postgraduate assessment frameworks in intensive care medicine (ICM). In most contemporary training programs a predominant emphasis is placed on workplace based learning and workplace based assessment. This article provides a concise general background on the nature and use of progress testing, and touches upon potential strengths, and constraints regarding its potential implementation and use in the postgraduate ICM training programs.
authors.affiliation: Department of Intensive Care Medicine, Maastricht University Medical Centre, Maastricht, The Netherlands - w.van.mook@mumc.nl.
authors.forename: Walther N
authors.initials: WN
authors.lastname: VAN Mook
authors.forename: Sesmu M
authors.initials: SM
authors.lastname: Arbous
authors.forename: Hans
authors.initials: H
authors.lastname: Delwig
authors.forename: Tina J
authors.initials: TJ
authors.lastname: VAN Hemel-Rintjap
authors.forename: Robert
authors.initials: R
authors.lastname: Tepaske
authors.forename: Jaap E
authors.initials: JE
authors.lastname: Tulleken
authors.forename: Cees P
authors.initials: CP
authors.lastname: VAN DER Vleuten
mesh_terms: D003422:Critical Care; D004503:Education, Medical, Graduate; D004521:Educational Measurement; D005240:Feasibility Studies; D058006:General Practice / Q000193:education; D006801:Humans; D007318:Inservice Training / Q000379:methods*; D010021:Osteopathic Medicine / Q000193:education; D011871:Radiology / Q000193:education; D017132:Workplace