Gambaran nilai progress test pada mahasiswa kedokteran

Rima Kusuma Ningrum (1), Ni Wayan Diana Ekayani (2),
(1) Universitas Warmadewa  Indonesia
(2) Universitas Warmadewa  Indonesia

Corresponding Author


DOI : https://doi.org/10.29210/020221491

Full Text:    Language : id

Abstract


Progress test merupakan evaluasi kemampuan mahasiswa pada ranah kognitif. Progress test telah dilaksanakan di FKIK Unwar sejak tahun 2018 dengan jumlah soal sebanyak 200. Penelitian ini bertujuan untuk menggambarkan kemajuan nilai progress test pada mahasiswa kedokteran pada tahun 2018 sampai 2021 di FKIK Unwar. Penelitian ini juga menggambarkan kemajuan progress test angkatan mahasiswa pada setiap tahunnya. Penelitian ini merupakan  penelitian deskriptif analitik dengan menggunakan nilai mahasiswa FKIK Unwar yang mengikuti progress test dari tahun 2018 sampai 2021. Hasil penelitian menunjukkan adanya peningkatan pengetahuan pada setiap angkatan pertahunnya. Dengan rerata kenaikan lima koma empat persen kenaikan tertinggi terjadi pada mahasiswa tahun ke-4 yaitu sebesar dua belas koma tujuh puluh tujuh persen dan rerata kenaikan terendah tahun ke-2 yaitu sebesar dua koma empat belas persen. Hasil ini mengindikasikan bahwa pada setiap tahunnya terjadi peningkatan pengetahuan pada mahasiswa kedokteran di FKIK Unwar. Progress test dapat digunakan sebagai evaluasi proses pembelajaran di pendidikan kedokteran.

Keywords


Progress Test, Mahasiswa Kedokteran, Kognitif

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 times
 PDF Downloaded : 0 times

Refbacks

  • There are currently no refbacks.