Universidade Católica de Moçambique, Mozambique.
Med Teach. 2010;32(6):461-3. doi: 10.3109/0142159X.2010.486059.
A wealth of evidence for the effectiveness of progress testing in problem-based learning curricula has been collected in the Western academic world, but whether the progress testing can be equally effective in problem-based medical schools in resource-poor countries is a question that remains to be answered. In order to provide an initial answer to this question, we describe our experiences with progress testing in a medical school in Mozambique since its establishment in 2001, specifically focusing on test acceptability, formative educational impact, test validity and test reliability. After 7 years of experience, we think that the conclusion is justified that the progress testing can be a feasible and effective assessment instrument even in a resource poor setting. Institutional collaboration is important to guarantee test quality and sustainability.
在西方学术界，已经积累了大量关于进展性测试在基于问题式学习课程中有效性的证据，但进展性测试是否能在资源匮乏国家的基于问题式医学院校同样有效，这仍是一个有待解答的问题。为了初步回答这个问题，我们介绍自 2001 年以来在莫桑比克一所医学院实施进展性测试的经验，重点介绍了测试的可接受性、形成性教育影响、测试有效性和测试可靠性。经过 7 年的经验，我们认为可以得出这样的结论：即使在资源匮乏的环境中，进展性测试也可以成为一种可行且有效的评估工具。机构合作对于保证测试质量和可持续性非常重要。
