Gambaran nilai progress test pada mahasiswa kedokteran
(1) Universitas Warmadewa  Indonesia
(2) Universitas Warmadewa  Indonesia
Corresponding Author
DOI : https://doi.org/10.29210/020221491
Full Text: Language : id
Abstract
Keywords
References
Cecilio-Fernandes, D., Cohen-Schotanus, J. and Tio, R. A. (2018) ‘Assessment programs to enhance learning’, Physical Therapy Reviews, 23(1), pp. 17–20. doi: 10.1080/10833196.2017.1341143.
Chen, Y. et al. (2015) ‘Progress testing in the medical curriculum: Students’ approaches to learning and perceived stress’, BMC Medical Education, 15(1), pp. 1–8. doi: 10.1186/s12909-015-0426-y.
Choi, B. et al. (2020) ‘The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: A national survey’, BMC Medical Education, 20(1). doi: 10.1186/s12909-020-02117-1.
Cleland, J. et al. (2020) ‘Adapting to the impact of COVID-19: Sharing stories, sharing practice’, Medical Teacher, 42(7), pp. 772–775. doi: 10.1080/0142159X.2020.1757635.
Coombes, L. et al. (2010) ‘Beyond assessment: Feedback for individuals and institutions based on the progress test’, Medical Teacher, 32(6), pp. 486–490. doi: 10.3109/0142159X.2010.485652.
Findyartini, A. et al. (2015) ‘Collaborative progress test (cPT) in three medical schools in Indonesia: The validity, reliability and its use as a curriculum evaluation tool’, Medical Teacher, 37(4), pp. 366–373. doi: 10.3109/0142159X.2014.948831.
Given, K., Hannigan, A. and McGrath, D. (2016) ‘Red, yellow and green: What does it mean? How the progress test informs and supports student progress’, Medical Teacher, 38(10), pp. 1025–1032. doi: 10.3109/0142159X.2016.1147533.
Gordon, M. et al. (2020) ‘Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63’, Medical Teacher. Taylor and Francis Ltd., pp. 1202–1215. doi: 10.1080/0142159X.2020.1807484.
Green, M. L., Moeller, J. J. and Spak, J. M. (2018) ‘Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48’, Medical Teacher, 40(4), pp. 337–350. doi: 10.1080/0142159X.2018.1430354.
Hall, A. K. et al. (2020) ‘Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic’, Medical Teacher, 42(7), pp. 756–761. doi: 10.1080/0142159X.2020.1766669.
Heeneman, S. et al. (2017) ‘Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment’, Medical Teacher, 39(1), pp. 44–52. doi: 10.1080/0142159X.2016.1230183.
Karay, Y. and Schauber, S. K. (2018) ‘A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach’, Medical Teacher, 40(11), pp. 1123–1129. doi: 10.1080/0142159X.2018.1472370.
Matsuyama, Y. et al. (2016) ‘A first report of East Asian students’ perception of progress testing: a focus group study’, BMC Medical Education, 16(1), pp. 1–9. doi: 10.1186/s12909-016-0766-2.
Papapanou, M. et al. (2021) ‘Medical education challenges and innovations during COVID-19 pandemic’, Postgraduate Medical Journal. doi: 10.1136/postgradmedj-2021-140032.
Plessas, A. (2015) ‘Validity of progress testing in healthcare education’, International Journal of Humanities Social Sciences and Education, 2(8), pp. 23–33.
Ramani, S. and Leinster, S. (2008) ‘AMEE guide no. 34: Teaching in the clinical environment’, Medical Teacher, 30(4), pp. 347–364. doi: 10.1080/01421590802061613.
Raymond, M. R. and Grande, J. P. (2019) ‘A practical guide to test blueprinting’, Medical Teacher, 41(8), pp. 854–861. doi: 10.1080/0142159X.2019.1595556.
Simaremare, A. P. R. (2021) ‘Analysis of Progress Test Results in Medical Faculty Students’, Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education, 10(1), p. 63. doi: 10.22146/jpki.49224.
Utami, S., Kurniasih, I. and Ismah Afiati, A. (2017) ‘Hubungan Antara Nilai Progress Test Dengan Nilai Indeks Prestasi Kumulatif Lulusan Dokter Gigi Program Studi Pendidikan Profesi Dokter Gigi Universitas Muhammadiyah Yogyakarta’, Insisiva Dental Journal: Majalah Kedokteran Gigi Insisiva, 6(2), pp. 33–39. doi: 10.18196/di.6286.
van der Vleuten, C., Freeman, A. and Collares, C. F. (2018) ‘Progress test utopia’, Perspectives on Medical Education, 7(2), pp. 136–138. doi: 10.1007/s40037-018-0413-1.
Wade, L. et al. (2012) ‘Student perceptions of the progress test in two settings and the implications for test deployment’, Advances in Health Sciences Education, 17(4), pp. 573–583. doi: 10.1007/s10459-011-9334-z.
Wrigley, W. et al. (2012) ‘A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71’, Medical Teacher, 34(9), pp. 683–697. doi: 10.3109/0142159X.2012.704437.
Cecilio-Fernandes, D., Cohen-Schotanus, J. and Tio, R. A. (2018) ‘Assessment programs to enhance learning’, Physical Therapy Reviews, 23(1), pp. 17–20. doi: 10.1080/10833196.2017.1341143.
Chen, Y. et al. (2015) ‘Progress testing in the medical curriculum: Students’ approaches to learning and perceived stress’, BMC Medical Education, 15(1), pp. 1–8. doi: 10.1186/s12909-015-0426-y.
Choi, B. et al. (2020) ‘The impact of the COVID-19 pandemic on final year medical students in the United Kingdom: A national survey’, BMC Medical Education, 20(1). doi: 10.1186/s12909-020-02117-1.
Cleland, J. et al. (2020) ‘Adapting to the impact of COVID-19: Sharing stories, sharing practice’, Medical Teacher, 42(7), pp. 772–775. doi: 10.1080/0142159X.2020.1757635.
Coombes, L. et al. (2010) ‘Beyond assessment: Feedback for individuals and institutions based on the progress test’, Medical Teacher, 32(6), pp. 486–490. doi: 10.3109/0142159X.2010.485652.
Findyartini, A. et al. (2015) ‘Collaborative progress test (cPT) in three medical schools in Indonesia: The validity, reliability and its use as a curriculum evaluation tool’, Medical Teacher, 37(4), pp. 366–373. doi: 10.3109/0142159X.2014.948831.
Given, K., Hannigan, A. and McGrath, D. (2016) ‘Red, yellow and green: What does it mean? How the progress test informs and supports student progress’, Medical Teacher, 38(10), pp. 1025–1032. doi: 10.3109/0142159X.2016.1147533.
Gordon, M. et al. (2020) ‘Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63’, Medical Teacher. Taylor and Francis Ltd., pp. 1202–1215. doi: 10.1080/0142159X.2020.1807484.
Green, M. L., Moeller, J. J. and Spak, J. M. (2018) ‘Test-enhanced learning in health professions education: A systematic review: BEME Guide No. 48’, Medical Teacher, 40(4), pp. 337–350. doi: 10.1080/0142159X.2018.1430354.
Hall, A. K. et al. (2020) ‘Training disrupted: Practical tips for supporting competency-based medical education during the COVID-19 pandemic’, Medical Teacher, 42(7), pp. 756–761. doi: 10.1080/0142159X.2020.1766669.
Heeneman, S. et al. (2017) ‘Embedding of the progress test in an assessment program designed according to the principles of programmatic assessment’, Medical Teacher, 39(1), pp. 44–52. doi: 10.1080/0142159X.2016.1230183.
Karay, Y. and Schauber, S. K. (2018) ‘A validity argument for progress testing: Examining the relation between growth trajectories obtained by progress tests and national licensing examinations using a latent growth curve approach’, Medical Teacher, 40(11), pp. 1123–1129. doi: 10.1080/0142159X.2018.1472370.
Matsuyama, Y. et al. (2016) ‘A first report of East Asian students’ perception of progress testing: a focus group study’, BMC Medical Education, 16(1), pp. 1–9. doi: 10.1186/s12909-016-0766-2.
Papapanou, M. et al. (2021) ‘Medical education challenges and innovations during COVID-19 pandemic’, Postgraduate Medical Journal. doi: 10.1136/postgradmedj-2021-140032.
Plessas, A. (2015) ‘Validity of progress testing in healthcare education’, International Journal of Humanities Social Sciences and Education, 2(8), pp. 23–33.
Ramani, S. and Leinster, S. (2008) ‘AMEE guide no. 34: Teaching in the clinical environment’, Medical Teacher, 30(4), pp. 347–364. doi: 10.1080/01421590802061613.
Raymond, M. R. and Grande, J. P. (2019) ‘A practical guide to test blueprinting’, Medical Teacher, 41(8), pp. 854–861. doi: 10.1080/0142159X.2019.1595556.
Simaremare, A. P. R. (2021) ‘Analysis of Progress Test Results in Medical Faculty Students’, Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education, 10(1), p. 63. doi: 10.22146/jpki.49224.
Utami, S., Kurniasih, I. and Ismah Afiati, A. (2017) ‘Hubungan Antara Nilai Progress Test Dengan Nilai Indeks Prestasi Kumulatif Lulusan Dokter Gigi Program Studi Pendidikan Profesi Dokter Gigi Universitas Muhammadiyah Yogyakarta’, Insisiva Dental Journal: Majalah Kedokteran Gigi Insisiva, 6(2), pp. 33–39. doi: 10.18196/di.6286.
van der Vleuten, C., Freeman, A. and Collares, C. F. (2018) ‘Progress test utopia’, Perspectives on Medical Education, 7(2), pp. 136–138. doi: 10.1007/s40037-018-0413-1.
Wade, L. et al. (2012) ‘Student perceptions of the progress test in two settings and the implications for test deployment’, Advances in Health Sciences Education, 17(4), pp. 573–583. doi: 10.1007/s10459-011-9334-z.
Wrigley, W. et al. (2012) ‘A systemic framework for the progress test: Strengths, constraints and issues: AMEE Guide No. 71’, Medical Teacher, 34(9), pp. 683–697. doi: 10.3109/0142159X.2012.704437.
Article Metrics
Abstract Views : 967 timesPDF Downloaded : 0 times
Refbacks
- There are currently no refbacks.