Narrative Review: The Impact of Progress Test Examinations on Cummulative Grade Point Average (GPA) Among Medical Faculty Students

Rizqi Mubarok; Shulhana Mokhtar; Windy Nurul Aisyah

doi:10.37287/ijghr.v7i5.6915

Rizqi Mubarok Universitas Muslim Indonesia
Shulhana Mokhtar Universitas Muslim Indonesia
Windy Nurul Aisyah Universitas Muslim Indonesia

DOI: https://doi.org/10.37287/ijghr.v7i5.6915

Keywords: grade point average (GPA), medical students, progress test

Abstract

The Progress Test (PT) is a standardized assessment tool used in medical education to evaluate cumulative knowledge and predict academic achievement, including Grade Point Average (GPA). This narrative review aims to examine the relationship between PT scores and the GPA of medical students. The literature search was conducted across PubMed, Embase, and manual sources, yielding 101 articles. After applying inclusion and exclusion criteria, 44 full-text articles with free access were reviewed, and 10 articles were selected for in-depth analysis. The selected studies discuss the impact of PT on learning strategies, knowledge retention, academic stress, and GPA outcomes. Most studies (9 out of 10) reported a positive correlation between PT scores and GPA, indicating that PTs can reflect students' cognitive development and academic readiness. However, factors such as test structure, learning approaches, and students’ understanding of PT purpose may influence its effectiveness. Overall, this review supports the role of PT as a formative and summative tool in assessing and enhancing academic performance.

References

Albanese, M., & Case, S. M. (2016). Progress Testing: Critical Analysis and Suggested Practices. Advances in Health Sciences Education, 21, 221–234.

Ali, K., Cockerill, J., Zahra, D., Tredwin, C., & Ferguson, C. (2018). Impact of Progress Testing on the Learning Experiences of Students in Medicine, Dentistry and Dental Therapy. BMC Medical Education, 18, 1–11.

Anggraini, S., Wati, H. M., & Sonia, S. (2024). Relationship between Learning Style and Progress Test Results in Academic Stage Students of the Faculty of Medicine, Abdurrab University.

Cahyono, A., Susilo, A. P., Pribadi, A. S., & Aditya, D. M. N. (2022). Progress Testing in Medical Education: A Reflection on Implementation and Benefits for Medical Students. EJournal Kedokteran Indonesia, 46–50.

Cecilio-Fernandes, D., Kerdijk, W., Jaarsma, A. D. (Debbie) C., & Tio, R. A. (2016). Development of Cognitive Processing and Judgments of Knowledge in Medical Students: Analysis of Progress Test Results. Medical Teacher, 38(11), 1125–1129.

Chang, C., Colón-Berlingeri, M., Mavis, B., Laird-Fick, H. S., Parker, C., & Solomon, D. (2021). Medical student progress examination performance and its relationship with metacognition, critical thinking, and self-regulated learning strategies. Academic Medicine, 96(2), 278–284.

Chen, Y., Henning, M., Yielder, J., Jones, R., Wearn, A., & Weller, J. (2015). Progress Testing in the Medical Curriculum: Students’ Approaches to Learning and Perceived Stress. BMC Medical Education, 15, 1–8.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for Educational Practice of the Science of Learning and Development. Applied Developmental Science, 24(2), 97–140.

Delos Santos, M. R., & Fiscal, R. R. (2024). Active Learning Strategies as a Mediator between Educational Components and Knowledge Retention in Science at LSPU-System. International Research Journal of Science, Technology, Education, & Management (IRJSTEM), 4(3).

Dewi, A. R. (2021). Pre Clinic Grade and Clinic Periods Effect on Progress Test of Unisma Medical Profession Students. Medical and Health Science Journal, 5(1), 14–19.

Favier, R. P., van der Vleuten, C. P. M., & Ramaekers, S. P. J. (2017). Applicability of Progress Testing in Veterinary Medical Education. Journal of Veterinary Medical Education, 44(2), 351–357.

Febrianti, W., Memah, M. F., & Manoppo, F. P. (2017). The relationship between undergraduate and professional GPA with CBT, OSCE, and UKMPPD scores at the Faculty of Medicine, Sam Ratulangi University for the period May and February 2017. EBiomedik, 5(2).

Heeneman, S., Schut, S., Donkers, J., van der Vleuten, C., & Muijtjens, A. (2017). Embedding of the Progress Test in an Assessment Program Designed According to the Principles of Programmatic Assessment. Medical Teacher, 39(1), 44–52.

Khadafianto, F. (2021). The Correlation of Regional Stage Exam (UTB) and Progress Test (PT) to Grade Point Average (GPA) of Medical Students at Faculty of Medicine, Universitas Islam Indonesia. International Conference on Medical Education (ICME 2021), 152–155.

Matsuyama, Y., Muijtjens, A. M. M., Kikukawa, M., Stalmeijer, R., Murakami, R., Ishikawa, S., & Okazaki, H. (2016). A First Report of East Asian Students’ Perception of Progress Testing: a Focus Group Study. BMC Medical Education, 16, 1–9.

Meng, S. (2023). Enhancing Teaching and Learning: Aligning Instructional Practices with Education Quality Standards. Research and Advances in Education, 2(7), 17–31.

Möltner, A., Wagener, S., & Burkert, M. (2020). Measuring Competency-Relevant Knowledge in the Competency-Oriented Student Progress Test. GMS Journal for Medical Education, 37(1), Doc6.

Ningrum, R. K., & Ekayani, N. W. D. (2022). Overview of Progress Test Scores for Medical Students. JPPI (Jurnal Penelitian Pendidikan Indonesia), 8(2), 304–311.

Schuwirth, L. W. T., & Van der Vleuten, C. P. M. (2018). How to Design a Useful Test: the Principles of Assessment. Understanding Medical Education: Evidence, Theory, and Practice, 275–289.

Simaremare, A. P. R. (2021). Analysis of Progress Test Results in Medical Faculty Students. Jurnal Pendidikan Kedokteran Indonesia: The Indonesian Journal of Medical Education, 10(1), 63–74.

Tio, R. A., Schutte, B., Meiboom, A. A., Greidanus, J., Dubois, E. A., Bremers, A. J. A., & Medicine, D. W. G. of the I. P. T. of. (2016). The Progress Test of Medicine: the Dutch Experience. Perspectives on Medical Education, 5, 51–55.

Utami, S., Kurniasih, I., & Afiati, A. I. (2017). The Relationship Between Progress Test Scores and Cumulative Achievement Index Scores of Dentistry Graduates of the Dentistry Professional Education Study Program, Muhammadiyah University of Yogyakarta. Insisiva Dental Journal: Majalah Kedokteran Gigi Insisiva, 6(2), 33–39.

Wearn, A., Bindra, V., Patten, B., & Loveday, B. P. T. (2023). Relationship between Medical Programme Progress Test Performance and Surgical Clinical Attachment Timing and Performance. Medical Teacher, 45(8), 877–884.

Widiantari, P. A. K., Ningrum, R. K., & Ekayani, N. W. D. (2024). Progress Test Scores as Predictors of Academic Achievement Index of Medical Students Academic Stage. PENDIPA Journal of Science Education, 8(2), 268–276. https://doi.org/10.33369/pendipa.8.2.268-276.