Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Brasileira de Educação Médica (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022020000400204 |
Resumo: | Abstract: Introduction: This present study assesses the use of the feedback mechanism in the formative assessment during medical training, considering this instrument is of great importance for this training stimulation, which is based on active teaching methodologies. The study aims to characterize the application of this tool and to identify possible failures in its application in the daily routine of the PINESC module in the Anhanguera University (Uniderp) medical course. Method: This is a quantitative, sectional research, including students from the first to the eighth semesters of the medical course, attending the PINESC longitudinal module. In the data collection, a questionnaire was used with questions related to the formative assessment performed by the preceptors, which is reported to the students according to the sample calculation. The feedback is the core activity of the formative assessment and allows the development of reflective and self-evaluation capacities and the development of skills. However, the use of feedback still faces barriers, mainly due to the difficulty of the evaluators in listing negative points and capabilities of the evaluated individuals. Result: In this study, some shortcomings and positive points were reported regarding the application process of this tool, listing and suggesting improvements for a better use of feedback and thus a more favorable academic achievement. Conclusion: In conclusion, as the basis of formative evaluation, the feedback still shows many weaknesses regarding its form and application. |
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Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ PerspectiveEducational MeasurementFeedbackMedical EducationAbstract: Introduction: This present study assesses the use of the feedback mechanism in the formative assessment during medical training, considering this instrument is of great importance for this training stimulation, which is based on active teaching methodologies. The study aims to characterize the application of this tool and to identify possible failures in its application in the daily routine of the PINESC module in the Anhanguera University (Uniderp) medical course. Method: This is a quantitative, sectional research, including students from the first to the eighth semesters of the medical course, attending the PINESC longitudinal module. In the data collection, a questionnaire was used with questions related to the formative assessment performed by the preceptors, which is reported to the students according to the sample calculation. The feedback is the core activity of the formative assessment and allows the development of reflective and self-evaluation capacities and the development of skills. However, the use of feedback still faces barriers, mainly due to the difficulty of the evaluators in listing negative points and capabilities of the evaluated individuals. Result: In this study, some shortcomings and positive points were reported regarding the application process of this tool, listing and suggesting improvements for a better use of feedback and thus a more favorable academic achievement. Conclusion: In conclusion, as the basis of formative evaluation, the feedback still shows many weaknesses regarding its form and application.Associação Brasileira de Educação Médica2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022020000400204Revista Brasileira de Educação Médica v.44 n.4 2020reponame:Revista Brasileira de Educação Médica (Online)instname:Associação Brasileira de Educação Médica (ABEM)instacron:ABEM10.1590/1981-5271v44.4-20190324.inginfo:eu-repo/semantics/openAccessMiranda,Guilherme Roberto NavesPessoa,Tályta FreitasMarco,Lilian Bianca Miller Martelo deBorges,Arthur Carlos BernardesNeves,Breno Lima SilvaMiotto,Igor AlvesRibeiro,Matheus Alves PedrosoLorenzon,Luiza EngelMarques,Maira Vilagraeng2020-09-08T00:00:00Zoai:scielo:S0100-55022020000400204Revistahttp://www.educacaomedica.org.br/https://old.scielo.br/oai/scielo-oai.phprevista@abem-educmed.org.br||revista@educacaomedica.org.br1981-52710100-5502opendoar:2020-09-08T00:00Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM)false |
dc.title.none.fl_str_mv |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
title |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
spellingShingle |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective Miranda,Guilherme Roberto Naves Educational Measurement Feedback Medical Education |
title_short |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
title_full |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
title_fullStr |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
title_full_unstemmed |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
title_sort |
Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective |
author |
Miranda,Guilherme Roberto Naves |
author_facet |
Miranda,Guilherme Roberto Naves Pessoa,Tályta Freitas Marco,Lilian Bianca Miller Martelo de Borges,Arthur Carlos Bernardes Neves,Breno Lima Silva Miotto,Igor Alves Ribeiro,Matheus Alves Pedroso Lorenzon,Luiza Engel Marques,Maira Vilagra |
author_role |
author |
author2 |
Pessoa,Tályta Freitas Marco,Lilian Bianca Miller Martelo de Borges,Arthur Carlos Bernardes Neves,Breno Lima Silva Miotto,Igor Alves Ribeiro,Matheus Alves Pedroso Lorenzon,Luiza Engel Marques,Maira Vilagra |
author2_role |
author author author author author author author author |
dc.contributor.author.fl_str_mv |
Miranda,Guilherme Roberto Naves Pessoa,Tályta Freitas Marco,Lilian Bianca Miller Martelo de Borges,Arthur Carlos Bernardes Neves,Breno Lima Silva Miotto,Igor Alves Ribeiro,Matheus Alves Pedroso Lorenzon,Luiza Engel Marques,Maira Vilagra |
dc.subject.por.fl_str_mv |
Educational Measurement Feedback Medical Education |
topic |
Educational Measurement Feedback Medical Education |
description |
Abstract: Introduction: This present study assesses the use of the feedback mechanism in the formative assessment during medical training, considering this instrument is of great importance for this training stimulation, which is based on active teaching methodologies. The study aims to characterize the application of this tool and to identify possible failures in its application in the daily routine of the PINESC module in the Anhanguera University (Uniderp) medical course. Method: This is a quantitative, sectional research, including students from the first to the eighth semesters of the medical course, attending the PINESC longitudinal module. In the data collection, a questionnaire was used with questions related to the formative assessment performed by the preceptors, which is reported to the students according to the sample calculation. The feedback is the core activity of the formative assessment and allows the development of reflective and self-evaluation capacities and the development of skills. However, the use of feedback still faces barriers, mainly due to the difficulty of the evaluators in listing negative points and capabilities of the evaluated individuals. Result: In this study, some shortcomings and positive points were reported regarding the application process of this tool, listing and suggesting improvements for a better use of feedback and thus a more favorable academic achievement. Conclusion: In conclusion, as the basis of formative evaluation, the feedback still shows many weaknesses regarding its form and application. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022020000400204 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022020000400204 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.1590/1981-5271v44.4-20190324.ing |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Educação Médica |
publisher.none.fl_str_mv |
Associação Brasileira de Educação Médica |
dc.source.none.fl_str_mv |
Revista Brasileira de Educação Médica v.44 n.4 2020 reponame:Revista Brasileira de Educação Médica (Online) instname:Associação Brasileira de Educação Médica (ABEM) instacron:ABEM |
instname_str |
Associação Brasileira de Educação Médica (ABEM) |
instacron_str |
ABEM |
institution |
ABEM |
reponame_str |
Revista Brasileira de Educação Médica (Online) |
collection |
Revista Brasileira de Educação Médica (Online) |
repository.name.fl_str_mv |
Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM) |
repository.mail.fl_str_mv |
revista@abem-educmed.org.br||revista@educacaomedica.org.br |
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1754303008225624064 |