Abstract:Introduction:In the last decades, pedagogical practices and teaching methodologies have experienced radical changes, culminating today with the exponential growth of active teaching methodologies. Despite the growing use of these active methodologies in medical courses, the theoretical evaluation models changed little, if at all, in the last decades, which should not occur, as the evaluation systems need to evolve concomitantly to ensure a cohesive, quality teaching-learning process.
Objective:To demonstrate h… Show more
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