Many health education programs use progress tests to evaluate students’
progress in learning and to identify possible gaps in the curricula. The tests
are typically longitudinal and feedback-oriented. Although many benefits of
the progress test have been described in the literature, we argue that the
acclaimed facilitation of deeper learning and better retention of knowledge
appear questionable. We therefore propose an innovative way of presenting
both the test itself and the study process for the test: a real-time-strategy game
with in-game challenges, both individual and in teams.
