Progress Test Preclinical Medical Students’ Perspectives and Suggestions on the Progress Test at the Faculty of Medicine, Prince of Songkla University

Abstract

Objective: To explore the perspectives and suggestions of preclinical medical students at the Faculty of Medicine, Prince of Songkla University, in regards to the progress test system. It focuses on perceived benefits, satisfaction, and the appropriateness of test scheduling. Additionally, to synthesize student feedback for improving test design and feedback in alignment with Outcome-Based Education (OBE).
Material and Methods: A mixed-methods study, using secondary data from questionnaires attached to the progress test reporting system during the academic years of 2022–2024. The sample included 477 medical students, from Years 1 to 3. Quantitative data were analyzed using descriptive statistics; qualitative data from open-ended responses were analyzed using content analysis.
Results: Students reported high satisfaction and recognized the benefits of the Progress Test; especially the e-testing format (mean scores: 4.33, 4.39, 4.28) and individualized feedback (4.24, 4.16, 4.19) across years 1 to 3. Over 75% in all years found the test schedule appropriate. Open-ended responses suggested improvements in four areas: (1) providing answer keys with explanations, (2) topic-based performance analysis, (3) aligning test schedules with learning workload, and (4) clarifying test objectives.
Conclusion: These findings reflect an overall positive perception of the progress test among preclinical medical students; particularly in terms of satisfaction, perceived benefits, and the application of test results for self-development. Students in years 2 and 3 showed stronger engagement with the feedback system and used test results for informed learning planning. In contrast, year 1 students expressed a need for clearer communication regarding the test’s purpose and structure. These patterns align with the principles of OBE and self-directed learning, which emphasizes continuous assessment for learner development. The study recommends improving individualized feedback, aligning test schedules with learning demands, and utilizing test results to support case-by-case academic advising; ultimately promoting effective and sustainable long-term learning behaviors.