Progress tests in health education institutions: a scoping review

• Grant number: 24/02349-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: June 01, 2024
• End date: May 31, 2025
• Field of knowledge: Health Sciences - Nursing
• Principal Investigator: Carmen Silvia Gabriel
• Grantee: Isabela de Seixas Queiroz Merlo
• Host Institution: Escola de Enfermagem de Ribeirão Preto (EERP). Universidade de São Paulo (USP). Ribeirão Preto , SP, Brazil

Abstract

The Progress Test (PT) is a cognitive assessment modality with multiple-choice questions, originating in the 1970s, initially focused on the Medicine course and later expanded to various other courses. In nursing, the PT was first administered in 2016 at the Ribeirão Preto Nursing School (EERP-USP) and has continued to the present year. This methodology can be used as an instrument for educational management of institutions, allowing the analysis of the relationship between undergraduate curriculum content and structure and the strengths and weaknesses in the teaching-learning process. This study aims to map the extent of evidence present in the literature, as well as the gaps, regarding the application of the progress test as an instrument for academic management. It is a scoping review, adopting the theoretical-methodological framework of the Joanna Briggs Institute (JBI). Studies published between 2013 and 2023 will be selected, in English, Portuguese, or Spanish, addressing the theme of the Progress Test, available for full reading, including studies in the form of scientific articles, theses, academic dissertations, as well as letters, reviews, and editorials. The analysis can be descriptive, qualitative descriptive content analysis, or quantitative analysis by occurrence of concepts, characteristics, populations, to be defined during the study. The presentation format will follow the ultimate goal of mapping the data: identifying, characterizing, and summarizing research evidence on a topic, including identifying research gaps.