A systematic review of progress test as longitudinal assessment in Saudi Arabia
Abstract Background The rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with pa...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2025-01-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-025-06671-4 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1832585662283382784 |
|---|---|
| author | Naseel Ahmed Moursy Khaled Hamsho Arwa Mohammad Gaber Muhammad Faisal Ikram Muhammad Raihan Sajid |
| author_facet | Naseel Ahmed Moursy Khaled Hamsho Arwa Mohammad Gaber Muhammad Faisal Ikram Muhammad Raihan Sajid |
| author_sort | Naseel Ahmed Moursy |
| collection | DOAJ |
| description | Abstract Background The rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with particular emphasis on progress test and its utility, advantages, and disadvantages. Methods A systematic search was conducted across relevant databases to identify studies that discuss progress test in undergraduate medical education in Saudi Arabia. The studies were analyzed to evaluate their alignment with study objectives and to the demands of a changing healthcare landscape. Results The review highlights the dynamic nature of progress test (PT) as a longitudinal assessment method in undergraduate medical education in Saudi Arabia. The advantages included yearly assessments and holistic feedback to enhance learning techniques and knowledge retention. Moreover, PT serves as both a summative and formative assessment, offering personalized learning experiences tailored to individual needs and pacing. Contrasting traditional assessments, PT promotes deep learning strategies and meaning-oriented approaches, fostering holistic understanding rather than rote memorization. Additionally, PT’s continuous nature allows for early identification of knowledge gaps and facilitates ongoing improvement. Conclusion This systematic review provides a comprehensive overview of progress test as a longitudinal assessment method in undergraduate medical education. It identifies areas for improvement and informs the development of more effective assessment methods that better prepare future doctors for a future of innovation and personalized medicine. |
| format | Article |
| id | doaj-art-b976e2693eac4ca4acc84dcaec844b56 |
| institution | Kabale University |
| issn | 1472-6920 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj-art-b976e2693eac4ca4acc84dcaec844b562025-01-26T12:38:58ZengBMCBMC Medical Education1472-69202025-01-0125111110.1186/s12909-025-06671-4A systematic review of progress test as longitudinal assessment in Saudi ArabiaNaseel Ahmed Moursy0Khaled Hamsho1Arwa Mohammad Gaber2Muhammad Faisal Ikram3Muhammad Raihan Sajid4College of Medicine, Alfaisal UniversityCollege of Medicine, Alfaisal UniversityCollege of Medicine, Alfaisal UniversityCollege of Medicine, Alfaisal UniversityCollege of Medicine, Alfaisal UniversityAbstract Background The rapid evolution of healthcare necessitates a new generation of doctors with strong critical thinking, problem-solving, and adaptability skills. This systematic review explores current longitudinal assessment practices in undergraduate medical education in Saudi Arabia with particular emphasis on progress test and its utility, advantages, and disadvantages. Methods A systematic search was conducted across relevant databases to identify studies that discuss progress test in undergraduate medical education in Saudi Arabia. The studies were analyzed to evaluate their alignment with study objectives and to the demands of a changing healthcare landscape. Results The review highlights the dynamic nature of progress test (PT) as a longitudinal assessment method in undergraduate medical education in Saudi Arabia. The advantages included yearly assessments and holistic feedback to enhance learning techniques and knowledge retention. Moreover, PT serves as both a summative and formative assessment, offering personalized learning experiences tailored to individual needs and pacing. Contrasting traditional assessments, PT promotes deep learning strategies and meaning-oriented approaches, fostering holistic understanding rather than rote memorization. Additionally, PT’s continuous nature allows for early identification of knowledge gaps and facilitates ongoing improvement. Conclusion This systematic review provides a comprehensive overview of progress test as a longitudinal assessment method in undergraduate medical education. It identifies areas for improvement and informs the development of more effective assessment methods that better prepare future doctors for a future of innovation and personalized medicine.https://doi.org/10.1186/s12909-025-06671-4Longitudinal assessmentProgress testSaudi ArabiaSystematic review |
| spellingShingle | Naseel Ahmed Moursy Khaled Hamsho Arwa Mohammad Gaber Muhammad Faisal Ikram Muhammad Raihan Sajid A systematic review of progress test as longitudinal assessment in Saudi Arabia BMC Medical Education Longitudinal assessment Progress test Saudi Arabia Systematic review |
| title | A systematic review of progress test as longitudinal assessment in Saudi Arabia |
| title_full | A systematic review of progress test as longitudinal assessment in Saudi Arabia |
| title_fullStr | A systematic review of progress test as longitudinal assessment in Saudi Arabia |
| title_full_unstemmed | A systematic review of progress test as longitudinal assessment in Saudi Arabia |
| title_short | A systematic review of progress test as longitudinal assessment in Saudi Arabia |
| title_sort | systematic review of progress test as longitudinal assessment in saudi arabia |
| topic | Longitudinal assessment Progress test Saudi Arabia Systematic review |
| url | https://doi.org/10.1186/s12909-025-06671-4 |
| work_keys_str_mv | AT naseelahmedmoursy asystematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT khaledhamsho asystematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT arwamohammadgaber asystematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT muhammadfaisalikram asystematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT muhammadraihansajid asystematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT naseelahmedmoursy systematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT khaledhamsho systematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT arwamohammadgaber systematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT muhammadfaisalikram systematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia AT muhammadraihansajid systematicreviewofprogresstestaslongitudinalassessmentinsaudiarabia |