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 … Show more
“…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 .…”
Section: Discussionsupporting
confidence: 80%
“…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 .…”
Introduction: The relationships between the students’ performance on medical residency exams and progress tests and medical clerkship rotations are not well established. Objective: The objective of this study was to measure the correlations between grades on progress tests and clerkship rotations assessments and the medical residency exam and determine which performance had the strongest correlation with the final medical residency exam. Methods: This was a retrospective and longitudinal study with correlation analyses of grades on progress tests from the 1st to 6th year of medical school, the clerkship rotations performance coefficient (5th and 6th years of school) and the final medical residency exam in a cohort of students enrolled in a federal public medical school using factor analysis. Students who performed the progress tests from the 1st to 6th year were included. Results: Of 123 students enrolled in the first year of medical school in 2009, 114 (92.7%) performed the progress tests during the six years and were included. The average grades on the progress tests from 1 to 10 were 2.67 (1st year), 3.01 (2nd year), 4.19 (3rd year), 4.01 (4th year), 5.19 (5th year), and 6.38 (6th year). The average grades in the clerkship rotations were 8.32 (5th year) and 8.26 (6th year). The average score on the theoretical medical residency exam was 7.53 and the final result of the medical residency exam was 8.05. Factor analysis detected three domains with greater correlation strength that accounted for 76.3% of the model variance. Component 1 was identified as the coefficient of academic performance (CAP) 5th, CAP 6th and final medical residency exam grades, whereas component 2 was constituted by the grades of the 5th and 6th years progress tests and the third component comprised the progress tests of the 2nd, 3rd and 4th years. Conclusions: Grades on the progress tests, the clerkship rotations assessments and the final medical residency exam were correlated. Moreover, the performance during the medical clerkship rotations showed the strongest correlations with medical residency exam grades.
“…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 .…”
Section: Discussionsupporting
confidence: 80%
“…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 .…”
Introduction: The relationships between the students’ performance on medical residency exams and progress tests and medical clerkship rotations are not well established. Objective: The objective of this study was to measure the correlations between grades on progress tests and clerkship rotations assessments and the medical residency exam and determine which performance had the strongest correlation with the final medical residency exam. Methods: This was a retrospective and longitudinal study with correlation analyses of grades on progress tests from the 1st to 6th year of medical school, the clerkship rotations performance coefficient (5th and 6th years of school) and the final medical residency exam in a cohort of students enrolled in a federal public medical school using factor analysis. Students who performed the progress tests from the 1st to 6th year were included. Results: Of 123 students enrolled in the first year of medical school in 2009, 114 (92.7%) performed the progress tests during the six years and were included. The average grades on the progress tests from 1 to 10 were 2.67 (1st year), 3.01 (2nd year), 4.19 (3rd year), 4.01 (4th year), 5.19 (5th year), and 6.38 (6th year). The average grades in the clerkship rotations were 8.32 (5th year) and 8.26 (6th year). The average score on the theoretical medical residency exam was 7.53 and the final result of the medical residency exam was 8.05. Factor analysis detected three domains with greater correlation strength that accounted for 76.3% of the model variance. Component 1 was identified as the coefficient of academic performance (CAP) 5th, CAP 6th and final medical residency exam grades, whereas component 2 was constituted by the grades of the 5th and 6th years progress tests and the third component comprised the progress tests of the 2nd, 3rd and 4th years. Conclusions: Grades on the progress tests, the clerkship rotations assessments and the final medical residency exam were correlated. Moreover, the performance during the medical clerkship rotations showed the strongest correlations with medical residency exam grades.
“…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).…”
O objetivo desse estudo foi desenvolver e analisar um sistema de avaliação cognitiva com questões de múltipla escolha no formato de Teste de Progresso (TP), voltado para o curso de fisioterapia. O TP foi elaborado com 99 questões de múltipla escolha, com enunciados baseados em casos clínicos, contendo quatro alternativas de resposta e questões relacionadas às quatro áreas da graduação em fisioterapia: Ciências Biológicas e da Saúde, Ciências Sociais e Humanas, Conhecimentos Biotecnológicos e Conhecimentos Fisioterapêuticos. Após a aplicação do TP foram verificados o grau de dificuldade e de discriminação das questões e, em seguida foi realizada a análise de progressão de conhecimentos dos estudantes entre as séries. Aproximadamente 61% das questões apresentaram nível de dificuldade mediana e 31,4% apresentaram um índice de discriminação adequado, diferenciando alunos com melhor rendimento, daqueles com pior rendimento. Foi observada progressão de conhecimentos a partir da 3a série, com manutenção do crescimento na 4a série e estabilização no último ano. Os estudantes apresentaram um ganho de conhecimentos de aproximadamente 19% durante o curso. No contexto em que foi realizado, o presente estudo trouxe parâmetros de progressão entre as diferentes séries do curso de fisioterapia, os quais, em conjunto com outros estudos, poderão auxiliar na identificação do grau de progressão de conhecimento desejável para os estudantes do referido curso. Esses resultados representam, portanto, o início de um percurso avaliativo na área de fisioterapia, com utilização de uma ferramenta avaliativa que além de fornecer feedback ao estudante, representa importante recurso para a gestão acadêmica.
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