Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso

Abstract

Introduction: The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school. The test is administered periodically to all students in a curriculum, assessing the student’s cognitive growth throughout their journey at undergraduate level. In addition to assessing the student individually, the test evaluates the institution, showing in which areas its curriculum base should be improved. The aim is to assess the Universidade do Extremo Sul Catarinense student’s perception of the Progress Test. Methods: A cross-sectional study was performed. Data was collected through questionnaires created by the researchers and applied to medical students - the ones who took the Progress Test at least once - from October 15th to November 30th, 2018. The statistical analysis was performed with a 95% confidence interval. Results: A response rate of 70.41% was obtained, with a total of 424 questionnaires being included in the research. Demographic data showed a predominance of female gender (60,4%) and white ethnicity (96,2%) in the population and a mean age of 23 years. In all semesters (early, intermediate and final ones) the participants knew the goal of the progress test, and most students consider it important. It was also observed that the majority of the students considered clinical surgery and collective health as their worst performance in the test. In clinical medicine, pediatrics, and gynecology-obstetrics, the students of the intermediate and final semesters were satisfied with their level of knowledge. “To evaluate the student’s progress/performance” was highlighted as the most positive point. Among the negative ones “decrease the number of questions so the test is not as extensive” was emphasized. Conclusion: The students of the sample consider the Progress Test important and know about its purpose. The final third of the Medical School is the one who feels most prepared to face the test. The main fields to which the students attributed their worst performance were clinical surgery and collective health. Regarding clinical medicine, pediatrics, gynecology, and obstetrics the students were satisfied with their knowledge.

Factor analysis of the performance at the medical residency exam, progress test and clerkship rotations performance coefficient

“…Thus, a more liberal approach in relation to the inclusion of the 1 st year progress test grades could have shown a correlation with less power in the explained variance and, perhaps, created a fourth component, with much less strength than the others. This analysis is in line with the idea that the progress test among first-year students has less discriminatory power because only a small percentage of the questions refer to the knowledge acquired at the beginning of the course 3 and, furthermore, in the 1 st year of medical school the adhesion to progress might be lower than in more advanced years, with lower scores, which possibly reduced the strength of the correlation with later assessments 25 .…”

“…Moreover, efforts to improve the quality of the progress test and measures to improve students' adhesion to it, especially in the first years, and better quality of the progress test would increase the correlation between these assessments 2,24,25,27 .…”

Teste de progresso: um instrumento avaliativo para o curso de fisioterapia / Progress test: an evaluative instrument for the physiotherapy course

“…Os enunciados das questões para prova devem ir além da memorização e abordar categorias taxonômicas mais elevadas como síntese e avaliação, sendo cuidada de forma estratégica e preferencialmente por uma equipe que represente os docentes de todas os componentes curriculares do curso". (ARAÚJO et al, 2018;SARTOR et al, 2020;YIELDER et al, 2017).…”