MONITORING STUDENTS' COGNITIVE DEVELOPMENT THROUGH THE PROGRESS TEST

POTENTIAL FOR IMPROVING PEDAGOGICAL PRACTICES

Abstract

This article discusses the use of the Progress Test (PT) as an essential tool for continuously improving the undergraduate medical course. The PT is used to assess students' cognitive development throughout the course, providing a detailed overview of their competencies and identifying areas of strength and weakness. Implementing the PT allows for curricular and pedagogical adjustments based on concrete data, promoting more effective and targeted teaching. In addition, PT facilitates the integration of innovative assessment and learning methods, such as community-driven curricula and competency-oriented curricula. The use of Item Response Theory (IRT) in the analysis of results contributes to a more accurate and fair assessment, taking into account students' latent abilities and mitigating the impact of random responses. The partnership between medical schools in the development and application of the PT improves the quality of the assessments through the exchange of experiences and the creation of a robust and validated item bank. These joint efforts not only optimize resources but also ensure the relevance and effectiveness of the assessments, benefiting both students and institutions. In conclusion, the Progress Test is a valuable tool for raising the quality of medical education, providing a solid foundation for the academic and professional development of future physicians.