Abstract
Background and Aims:
The Progress Test is a longitudinal tool for assessing medical students’ cumulative knowledge throughout their education, regardless of a student’s academic year. While widely implemented, data on how students perceive its utility, structure and overall educational impact—particularly in Saudi Arabia—is limited. This study aimed to investigate medical students’ perceptions of the Progress Test, focusing on its perceived benefits, practical challenges and potential areas for improvement.
Methods:
This cross-sectional study used an online questionnaire distributed to undergraduate medical students across various academic years and colleges. The survey collected demographic data and used Likert-scale items to assess test structure and utility. Open-ended questions were used to capture students’ likes, dislikes and suggestions for improvement. Quantitative data were analysed using descriptive and inferential statistics, while qualitative responses were evaluated through thematic content analysis.
Result:
Of the 735 participants, most valued the Progress Test for benchmarking and long-term learning; however, concerns emerged regarding its length, difficulty and curricular alignment. Notably, over half reported receiving no institutional feedback following the test. Views on the test’s structure were mixed: while there was strong support for annual administration and four- option multiple-choice questions, fewer students endorsed the 200-question, 4-hour format. Thematic analysis revealed a demand for more relevant content, a concise testing experience and detailed feedback.
Conclusion:
Students recognise the Progress Test’s value but advocate for improved design and post- test feedback. Integrating student perceptions into future test planning and follow-up could enhance the test’s educational impact and foster a student-centred assessment culture.

Key words: Progress Test; Medical students; Saudi Arabia; Perception; Post-test feedback