Auto-avaliação e avaliação por pares: estratégias para o desenvolvimento profissional do médico

Domingues, Rosângela Curvo Leite; Amaral, Eliana; Zeferino, Angélica Maria Bicudo

doi:10.1590/s0100-55022007000200008

Cited by 10 publications

(12 citation statements)

References 23 publications

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“…However, students are increasingly held responsible for it, including taking the role of peer assessment agents, aiming at empowering doctors for their continued development and performance in teams (Vleuten & Schuwirth, 2005). According to Domingues (2007), "Peer assessment has been pointed out as a good indicator of future professional performance and is considered steady and reliable, providing information not measured by traditional methods" (Domingues et al, 2007).…”

Section: Peer Assessment (Pa)mentioning

confidence: 99%

“…A peer assessment enables students to actively participate in the knowledge construction. Moreover, it is indicated as a more effective method to empower the professional to work in a team and to be constantly developing; and students can improve their humanistic competence by analyzing the opinions of their peers (Domingues et al, 2007). In fact, peer assessment can be a powerful tool to assess and encourage the development of professional behaviors (Nofziger et al, 2010).…”

Section: Peer Assessment (Pa)mentioning

confidence: 99%

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Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Lima¹,

André²,

Kamimura³

et al. 2020

JETS

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In medical education, the team-based learning method (TBL) is a teaching strategy used to intensify interactive learning in small groups, in which the student is given the role of evaluating his/her peers - peer assessment (PA). To investigate the interference of the students' interpersonal relationships in awarding their peers grades (''halo effect''). A qualitative and quantitative retrospective study. The study participants were 78 first-year medical students, divided into 17 teams for the TBL. The final grade of the PA for each member was calculated by the average of the grades received from their peers. Results: The comparison between the average of the evaluations in the TBL method (MTBLs) and the PA showed that 17.64% of the teams showed a significant difference between the grades, thus having the “halo effect”. In the qualitative analysis, the “halo effect” was evidenced in only one of these teams. Although many studies corroborate the idea that using PA in the formative assessment is appropriate, advancing in the use of PA in the summative assessment is necessary, integrating it into the institution's evaluation system. Data presented here can help in continuing its use and in increasing its reliability.

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Section: Peer Assessment (Pa)mentioning

confidence: 99%

Section: Peer Assessment (Pa)mentioning

confidence: 99%

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Lima¹,

André²,

Kamimura³

et al. 2020

JETS

View full text Add to dashboard Cite

show abstract

“…Os alunos foram estimulados a apresentar seus produtos e discuti-los. A avaliação da aprendizagem deu-se por meio da auto-avaliação, por pares (6) e pelo professor, com uso de roteiro.…”

Section: Avaliaçãounclassified

Ateliê de projetos físicos: estratégia para aprendizagem de administração de recursos físicos em enfermagem

Draganov

Sanna

2011

Rev. Gaúcha Enferm.

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The success of learning involves adequate strategies. Those inspired on andragogy, which is the science of teaching adults, seem to be ideal for the nursing undergraduate subject "projects", with a focus on the administration of physical resources for nursing. This study reports teaching strategies that try to estimulate the acquisition of competences that make the nurse capable of a dialogue on projects with a multiprofessional team. The strategy involved a workshop composed by four stages: reading of projects, health assistance institute (HAI) attributions, notions on physical scaling strategies and development of a glossary. The strategy, proposed by a graduate student in the subject "Strategies to the teaching of Administration", was tested through practical application, evaluated and approved by graduate students and teachers. The conditions for its implementation are working with few students, availability of proper classrooms and equipment, and partnership with HAIs.

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“…The self-evaluation is an important teaching strategy (12,13) and a tool used and validated by previous studies (14) . Some authors have studied and validated a resident's perception ques tionnaire that works like an educational evaluated tool in surgery environment, detecting areas to be improved (11) .…”

Section: Introductionmentioning

confidence: 99%

Strabismus surgery learning for Ophthalmology residents of university service

Crespi-Flores

Minguini

Temporini

et al. 2012

Arq. Bras. Oftalmol.

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RESUMOEach resident studied the standard strabismus surgery technique on a CD-ROM, then performed a rabbit rectus muscle recession and a strabismus surgery on a patient. A structured questionnaire was handed to the residents, and the authors made observations including variables referring to the surgical technique applied, self-evaluation of this technique and if appropriate training was given. Results: Thirty-eight questionnaires were analysed. All 1 st year residents (R1) had had some difficulty remembering the surgery sequence and 69.6% of 2 nd year residents (R2). Concerning the surgical material handling, 93.3% of R1 and 52.2% of R2 had had any difficulty. The residents reported that during the surgery in humans, 50% remembered the experimental stage and that this training completely fulfilled their needs for 47% and partially for other 47%. Conclusion: Experimental surgery, more practice opportunities and resident's supervision may improve the teaching of strabismus surgery.

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Auto-avaliação e avaliação por pares: estratégias para o desenvolvimento profissional do médico

Cited by 10 publications

References 23 publications

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Peer Assessment in the Context of Team-Based Learning in Undergraduate Education: How Far Can We Go?

Ateliê de projetos físicos: estratégia para aprendizagem de administração de recursos físicos em enfermagem

Strabismus surgery learning for Ophthalmology residents of university service

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