title: The progress test of medicine: the Dutch experience.
abstract: Progress testing in the Netherlands has a long history. It was first introduced at one medical school which had a problem-based learning (PBL) curriculum from the start. Later, other schools with and without PBL curricula joined. At present, approximately 10,000 students sit a test every three months. The annual progress exam is not a single test. It consists of a series of 4 tests per annum which are summative in the end. The current situation with emphasis on the formative and summative aspects will be discussed. The reader will get insight into the way progress testing can be used as feedback for students and schools.
authors.affiliation: Department of Cardiology, University Medical Center Groningen, University of Groningen, 9700, PO Box 30.001, RB Groningen, The Netherlands. r.a.tio@umcg.nl.
authors.forename: René A
authors.initials: RA
authors.lastname: Tio
authors.affiliation: Maastricht University, Maastricht, The Netherlands.
authors.forename: Bert
authors.initials: B
authors.lastname: Schutte
authors.affiliation: VU University Medical Center, Amsterdam, The Netherlands.
authors.forename: Ariadne A
authors.initials: AA
authors.lastname: Meiboom
authors.affiliation: University Medical Center Groningen, University of Groningen, Groningen, The Netherlands.
authors.forename: Janke
authors.initials: J
authors.lastname: Greidanus
authors.affiliation: Leiden University Medical Center, Leiden, The Netherlands.
authors.forename: Eline A
authors.initials: EA
authors.lastname: Dubois
authors.affiliation: Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands.
authors.forename: Andre J A
authors.initials: AJ
authors.lastname: Bremers
keywords: Benchmarking; Formative assessment; Progress test; Summative assessment