A systematic review of progress test as longitudinal assessment in Saudi Arabia

Abstract

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.

Keywords

• Longitudinal assessment
• Progress test
• Saudi Arabia
• Systematic review