Undergraduate Medical Student’s Perception about the Progress Testing

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.

Avaliação longitudinal de estudantes de medicina: o teste de progresso é apropriado?

“…Com apoio da Associação Brasileira de Educação Médica (Abem), há atualmente 13 consórcios regionais que administram o TP em suas faculdades de medicina. Em 2015, 40% das faculdades de medicina brasileira já haviam entrado para algum consórcio de TP (Bicudo et al, 2019;Rosa et al, 2017;Sakai et al, 2008;Sartor et al, 2020). A organização das faculdades sob a forma de consórcios para o TP promove a integração entre elas, capacita os docentes para a elaboração dos itens (questões) e reduz os custos associados ao processo de elaboração, impressão e correção dos testes (Hamamoto & Bicudo, 2020a;Vleuten et al, 2018).…”

Desempenho cognitivo dos estudantes de Medicina no Teste de Progresso

“…Para o curso, o TP é uma forma de avaliação diagnóstica do currículo que permite identificar as potencialidades possíveis falhas ao longo do processo de formação. O conteúdo do teste não segue um modelo curricular específico e, portanto, avalia os objetivos finais do currículo médico em sua totalidade, independentemente da proposta pedagógica adotada 11 . É constituído de um número variável de questões, contemplando de forma ampla todas as grandes áreas da medicina: ciências básicas, saúde coletiva, clínica médica, pediatria, ginecologia/obstetrícia, cirurgia, urgência/emergência, ética médica e humanidades.…”