The Progress Test in Maastricht

The Development of the PTM

The Medicine Faculty of the University of Maastricht was founded in 1974 as the first Dutch faculty that used reformed teaching.  This faculty focused on problem-oriented studying as the central type of teaching.

This meant that a shift towards a much more open and transparent learning process was taking place- which was regarded with some scepticism. That is why it was important to document and check the learning progress of the students in a convincing manner.

It became evident, that the introduction of the extensive exams that the students had to take  devaluated the problem-oriented studying  process as the students were focusing mainly on meeting the requirements of the exams. The Progress Test was developed to solve these problems.

The Trick:

The test is built on the principle of contingency whereas the permanent elements are not based on the different clinical subjects but rather according to the different organ systems. The questions in the test are classified according to this pattern. The content of the test, even though meaningful is not very predictable, making it harder to prepare for. Using questions from previous exams as preparation for the test is no longer possible. The progress test does not influence the curriculum. In Maastricht, the results from the progress tests determine whether the students are allowed to continue their studies in the following term.