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
Monique Diks, email@example.com. 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?
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
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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-