Using the Progress Test Medizin (PTM) for evaluation of the Medical Curriculum Munich (MeCuM)

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Abstract

Aims: The Medical Curriculum Munich (MeCuM) has been implemented since 2004 and was completely established in 2007. In this study the clinical part of MeCuM was evaluated with respect to retention of the knowledge in internal medicine (learning objectives of the 6th/7th semester).

Methods: In summer of 2009 and winter of 2009/2010 1065 students participated in the Progress Test Medizin (PTM) from Charité Medical School Berlin. Additionally the students answered a questionnaire regarding the acceptance and rating of the progress test and basic demographic data.

Results: The knowledge of internal medicine continuously increases during the clinical part of the medical curriculum in Munich. However, significant differences between the sub-disciplines of internal medicine could be observed. The overall acceptance of the PTM was high and increased further with the study progress. Interestingly, practical experiences like clinical clerkships positively influenced the test score.

Conclusions: The PTM is a useful tool for the evaluation of knowledge retention in a specific curriculum.

Translated abstract

Zielsetzung: Das Medizinische Curriculum München (MeCuM) wurde seit 2004 implementiert. Seit 2007 ist MeCuM im klinischen Studienabschnitt voll etabliert (Ende der Übergangsregelungen). Aktuell sollte MeCuM bezüglich der Nachhaltigkeit des im Modul 2 „Konservative Medizin“ (6./7. Semester) vermittelten Wissens evaluiert werden.

Methodik: Im Sommersemester 2009 und Wintersemester 2009/2010 absolvierten 1065 Studierende den Progress Test Medizin (PTM). Zusätzlich beantworteten die Studierenden einen Fragebogen zur Akzeptanz und Bewertung des PTM sowie zu demographischen Basisdaten.

Ergebnisse: Das Wissen „Konservative Medizin“ nimmt im klinischen Studienabschnitt kontinuierlich zu, wobei sich deutliche Unterschiede in den internistischen Subdisziplinen zeigen. Die Akzeptanz des PTM ist sehr hoch und nimmt im Studienverlauf zu. Praktische Erfahrungen (Famulatur) beeinflussen das Testergebnis signifikant.

Schlussfolgerung: Mit dem PTM kann die Nachhaltigkeit erworbenen Wissens im Verlauf eines klinischen Curriculums evaluiert werden.

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Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan

Marcel D'Eon (2006)

Background Many senior undergraduate students from the University of Saskatchewan indicated informally that they did not remember much from their first year courses and wondered why we were teaching content that did not seem relevant to later clinical work or studies. To determine the extent of the problem a course evaluation study that measured the knowledge loss of medical students on selected first year courses was conducted. This study replicates previous memory decrement studies with three first year medicine basic science courses, something that was not found in the literature. It was expected that some courses would show more and some courses would show less knowledge loss. Methods In the spring of 2004 over 20 students were recruited to retake questions from three first year courses: Immunology, physiology, and neuroanatomy. Student scores on the selected questions at the time of the final examination in May 2003 (the 'test') were compared with their scores on the questions 10 or 11 months later (the 're-test') using paired samples t -tests. A repeated-measures MANOVA was used to compare the test and re-test scores among the three courses. The re-test scores were matched with the overall student ratings of the courses and the student scores on the May 2003 examinations. Results A statistically significant main effect of knowledge loss (F = 297.385; p < .001) and an interaction effect by course (F = 46.081; p < .001) were found. The students' scores in the Immunology course dropped 13.1%, 46.5% in Neuroanatomy, and 16.1% in physiology. Bonferroni post hoc comparisons showed a significant difference between Neuroanatomy and Physiology (mean difference of 10.7, p = .004). Conclusion There was considerable knowledge loss among medical students in the three basic science courses tested and this loss was not uniform across courses. Knowledge loss does not seem to be related to the marks on the final examination or the assessment of course quality by the students.

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Progress testing internationally.

Lauren A. Freeman, Cees van der Vleuten, C. Ricketts … (2009)

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Introducing progress testing in McMaster University's problem-based medical curriculum: psychometric properties and effect on learning.

Thomas Mueller, D Keane, Stephen Blake … (1996)

The progress test (or Quarterly Profile Examination), invented concurrently by the University of Missouri-Kansas City School of Medicine and the University of Limburg, is used to provide useful summative and formative judgments about students' knowledge without distorting learning. All students in all classes sit the same examination at regular intervals through the year, and their individual progress is noted. This paper reports on four years' experience with a progress test, the Personal Progress Index (PPI), at the McMaster University Faculty of Health Sciences. The PPI, a 180-item multiple-choice test with items drawn from all disciplines of medicine, is administered to medical students in all three classes three times per year. Individual feedback is provided, and accumulated student performance is determined for summative purposes. This paper examines extensive evidence of reliability, validity, and effect on student learning, using samples from the entering classes of 1992-1995 (a total of 400 students). Reliabilities across test administrations (within classes) ranged from .46 to .63. The PPI demonstrated strong construct validity, with highly significant statistical tests of differences between classes and changes within classes on successive administrations. The predictive validity of the PPI, i.e., whether it could predict performance on the licensing examination of the Medical Council of Canada, increased monotonically from a correlation of .12 for the first test administration one month into medical school to a high of about .60 for the cumulative score across all administrations three months prior to the examination. The PPI seems to be performing as intended, with students showing growth in performance across the three years of the MD program. Additional benefits are that many more students now self-refer for remediation (based on low PPI scores) and that the consistent relative performances of individual students across test administrations allow for the identification of students who have severe and persistent problems.

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Author and article information

Journal

Journal ID (nlm-ta): GMS Z Med Ausbild

Journal ID (publisher-id): GMS Z Med Ausbild

Title: GMS Zeitschrift für medizinische Ausbildung

Publisher: German Medical Science GMS Publishing House

ISSN (Print): 1860-7446

ISSN (Electronic): 1860-3572

Publication date (Electronic): 15 November 2010

Publication date Collection: 2010

Volume: 27

Issue: 5

Electronic Location Identifier: Doc70

Affiliations

[1 ]Klinikum der Universität München, Medizinische Klinik Innenstadt, Schwerpunkt Medizindidaktik, München, Deutschland

[2 ]Charité - Universitätsmedizin Berlin, Dieter Scheffner Zentrum für medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Progress Test Medizin, Berlin, Deutschland

[3 ]Universität München (LMU), Medizinische Fakultät, Studiendekanat, München, Deutschland

[4 ]Private Universität Witten/Herdecke, Fakultät für Gesundheitsberufe, Institut für Didaktik und Bildungsforschung im Gesundheitswesen, Witten, Deutschland

Author notes

*To whom correspondence should be addressed: Ralf Schmidmaier, Klinikum der Universität München, Medizinische Klinik Innenstadt, Schwerpunkt Medizindidaktik, Ziemssenstraße 1, D-80336 München, Deutschland, Tel.: +49 (0)89 5160-2351 od. -2111, Fax: +49 (0)89 5160-4410, E-mail: ralf.schmidmaier@ 123456med.lmu.de

Article

Publisher ID: zma000707 Publisher Item ID: Doc70 Other ID: urn:nbn:de:0183-zma0007072

DOI: 10.3205/zma000707

PMC ID: 3140378

PubMed ID: 21818215

SO-VID: 4326aeb7-cf04-4b5e-8495-b9bc8c7cc04d

License:

This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by-nc-nd/3.0/deed.en). You are free to copy, distribute and transmit the work, provided the original author and source are credited.

History

Date received : 29 March 2010

Date accepted : 20 August 2010

Date revision received : 10 August 2010

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Using the Progress Test Medizin (PTM) for evaluation of the Medical Curriculum Munich (MeCuM) Translated title: Querschnittevaluation des Medizinischen Curriculums München (MeCuM) mit Hilfe des Progress Tests Medizin (PTM)

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Chinese Journal of General Practice

Most cited references 19

Knowledge loss of medical students on first year basic science courses at the university of Saskatchewan

Progress testing internationally.

Introducing progress testing in McMaster University's problem-based medical curriculum: psychometric properties and effect on learning.

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Cited by 5

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