Favier Robert P, van der Vleuten Cees P M, Ramaekers Stephan P J
J Vet Med Educ. 2017 Summer;44(2):351-357. doi: 10.3138/jvme.0116-008R. Epub 2017 Jan 3.
A substantial part of graduate education in veterinary medicine is spent in clinical practice. During the clinical experiential phase, it is difficult to monitor students' actual knowledge development: they build individual records of experiences based on the cases they have to deal with, while mainly focusing on knowledge that is of direct, clinical relevance to them. As a result, students' knowledge bases may differ to such a degree that a single test alone may not be able to provide an adequate reflection of progress made. In these circumstances, progress testing, which is a method of longitudinal assessment independent of the curricular structure, may offer a viable solution. The purpose of this study, therefore, was to determine the extent to which progress tests (PT) can be used to monitor progress in knowledge development at a graduate level in veterinary medical education. With a 6-month interval, we administered two tests to students based on the Maastricht Progress Test format that covered a large variety of veterinary topics. Consequently, we analyzed students' progress in knowledge development. Based on a substantive appraisal of the questions and analysis of the test results, we concluded that the tests met the measurement criteria. They appeared sensitive enough to gauge the progress made and were appreciated by the students. Hence, in spite of the differences within the whole graduate group, the PT format can be used to monitor students' knowledge development.
兽医学研究生教育的很大一部分时间用于临床实践。在临床实践阶段，很难监测学生实际的知识发展情况：他们根据所处理的病例建立个人经验记录，同时主要关注与他们直接相关的临床知识。因此，学生的知识库可能差异很大，以至于仅一次测试可能无法充分反映其进步情况。在这种情况下，进步测试作为一种独立于课程结构的纵向评估方法，可能提供一个可行的解决方案。因此，本研究的目的是确定进步测试（PT）在兽医学研究生教育中用于监测知识发展进步的程度。我们按照马斯特里赫特进步测试的形式，每隔6个月对学生进行一次涵盖各种兽医主题的测试。因此，我们分析了学生在知识发展方面的进步。基于对问题的实质性评估和测试结果分析，我们得出结论，这些测试符合测量标准。它们似乎足够灵敏，能够衡量所取得的进步，并且受到学生的认可。因此，尽管整个研究生群体存在差异，但PT形式可用于监测学生的知识发展。
