Master's Thesis Onderwijskunde

Master's Thesis Onderwijskunde

  • Posted at Oct 15, 2020
  • Thesis Opportunity

Topic: What are the pro’s and con’s of a progress test during psychiatry residency and what should it look like?

3 keywords: progress testing, feedback, postgraduate medical education

Contact information:
Monique Diks, m.diks@nvvp.net. An interview will be part of the procedure.


Experienced educationalists (one PhD) are available.


Number of students: 1 student. Time line thesis research: To be determined in consultation


Short description of the topic / problem statement:


De interfacultaire voortgangstoets geneeskunde is a well known nationwide progress test in the medical faculties of most universities in The Netherlands. The Onderwijsbureau of the Dutch Society of Psychiatrists (NVvP) aims to introduce a similar kind of progress test in the curriculum of Dutch postgraduate psychiatry residents in order to stimulate assessment for learning instead of assessment of learning.

The student will do a literature study on the advantages and disadvantages of a progress test in postgraduate medical education order to provide us with a profound advice about introducing a digital progress test in our specific situation. Also, a blue print for such a test is to be developed by the student.


The possibility exists to extend this thesis with an internship that exists on carrying out a support research among our stakeholders in order to provide a go or a no-go for our organization. The thesis research will mainly be qualitative research. In the internship interviews and questionnaires shall be part of the research.


Possible research question(s):

  • What is the state-of-the-art of progress testing in medical education in the Netherlands and abroad and how do other postgraduate educational programmes track their residents’ knowledge retention?
  • How should a blue print of such a progress test look like for psychiatric residents including prototypes of various test questions?
  • What are the prerequisites to develop a digital progress test, fitting the educational assumptions of our programme?

Possible literature
Dijksterhuis, M. G., Schuwirth, L. W., Braat, D. D., & Scheele, F. (2013). An exploratory study into the
impact and acceptability of formatively used progress testing in postgraduate obstetrics and
gynaecology. Perspectives on Medical Education, 2(3), 126-141.


Dijksterhuis, M. G. K., Scheele, F., Schuwirth, L. W. T., Essed, G. G. M., Nijhuis, J. G., & Braat, D. D.
M. (2009). Progress testing in postgraduate medical education. Medical teacher, 31(10), e464-e468.


Tio, R. A., Schutte, B., Meiboom, A. A., Greidanus, J., Dubois, E. A., & Bremers, A. J. (2016). The
progress test of medicine: the Dutch experience. Perspectives on medical education, 5(1), 51-55.

Schuwirth, L. W., & Van der Vleuten, C. P. (2011). Programmatic assessment: from assessment of
learning to assessment for learning. Medical teacher, 33(6), 478-485.


Wrigley, W., Van Der Vleuten, C. P., Freeman, A., & Muijtjens, A. (2012). A systemic framework for
the progress test: strengths, constraints and issues: AMEE Guide No. 71. Medical teacher, 34(9), 683-
697.