Novos instrumentos de avaliação no componente curricular de tutoria em curso de medicina por metodologia ativa

• Ano de defesa: 2018
• Autor(a) principal: Almeida, Thomas Eugenio Portes de
• Orientador(a): Miyazaki, Maria Cristina de Oliveira Santos
• Banca de defesa: Fucuta, Patrícia da Silva, Silva, Ronaldo Gonçalves da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Faculdade de Medicina de São José do Rio Preto
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia::2588426296948062698::500
• Departamento: Faculdade 2::Departamento 3::2806819863218485658::500
• País: Brasil
• Palavras-chave em Português: Medicina Geral; Educação de Graduação em Medicina; Tutoria; Avaliação Educacional
• Palavras-chave em Inglês: General Practice; Education, Medical, Undergraduate; Mentoring; Educational Measurement
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::8765449414823306929::600
• Link de acesso: http://bdtd.famerp.br/handle/tede/457

Medical teaching has changed over time, requiring the expansion of active learning methodologies, such as problem-based learning. Student assessment is an important stage in the learning process and represents a challenge for medical schools. In this direction, two changes were made in the assessment instruments of the tutorial component: 1) the application of short answers questions applied before the closing section of the tutoring meeting, and 2) a change in the critical reasoning evaluation called "Triple Jump" to "Double Jump". Objectives: This study aims to evaluate the impact of these new assessments on students' grades as well as the reliability and validity of these instruments. Methodology: Quantitative, retrospective research, studying the impact of the changes made in the assessment methods in all the grades obtained in the Tutorial teaching component, by the second semester of 2015 and the complete 2016 year of medical students of the "Faculdade FACERES de São José do Rio Preto". Results: 1) Overall, after the introduction of the Short Answer Question, there was an increase in the scores of the summative tests and the final averages scores of students. 2) The Double Jump test maintained the ability to discriminate well-performing students from those with lower performance. Conclusions: The new evaluation tools have proved effective in improving students' performance. The Double Jump test proved to be an equivalent to Triple Jump.