Dentistry professors' perception of learning assessment by the OSCE
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista da ABENO (Online) |
Texto Completo: | https://revabeno.emnuvens.com.br/revabeno/article/view/1090 |
Resumo: | Higher education in health has, among others, the challenge of allowing students to develop knowledge, skills, and attitudes for the exercise of their profession. In this way of teaching, the assessment of learning becomes an ally, allowing the institution, teachers, and students to reflect on the result of their actions. The Objective Structured Clinical Examination (OSCE) is an instrument for assessing clinical competencies initially used in the Medicine course and since then expanded to other majors in the health sciences. The objective of this study is to report the experience of inserting the OSCE in the Dentistry course at Faculdade Pitágoras (Unidade Guarapari/ES). A workshop was held for professors in the area, covering three activities: explanatory lecture presenting the OSCE, demonstration and practical experience of planning and elaboration of the evaluation instrument, and discussion with the participants about the tool applied to their teaching reality. After four months, for institutional organization, the OSCE was implemented as a formative and summative assessment in all classes of the course, which were already inserted in the dental clinic, taking into account adaptations suggested by the teachers to meet the needs of the local reality, but preserving the model’s adherence to the assessment of estimated competencies. Experience points to the OSCE as an excellent assessment tool in Dentistry and the workshop dynamics as a tool for understanding, demonstrating that teacher training was essential to success. Finally, the group is motivated to continue adopting the OSCE as an instrument for assessing clinical competencies. |
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Dentistry professors' perception of learning assessment by the OSCEPercepção de docentes de Odontologia sobre a avaliação da aprendizagem pelo OSCEOdontologiaAvaliação EducacionalCompetência ClínicaDentistryEducational Assessment Clinical CompetenceHigher education in health has, among others, the challenge of allowing students to develop knowledge, skills, and attitudes for the exercise of their profession. In this way of teaching, the assessment of learning becomes an ally, allowing the institution, teachers, and students to reflect on the result of their actions. The Objective Structured Clinical Examination (OSCE) is an instrument for assessing clinical competencies initially used in the Medicine course and since then expanded to other majors in the health sciences. The objective of this study is to report the experience of inserting the OSCE in the Dentistry course at Faculdade Pitágoras (Unidade Guarapari/ES). A workshop was held for professors in the area, covering three activities: explanatory lecture presenting the OSCE, demonstration and practical experience of planning and elaboration of the evaluation instrument, and discussion with the participants about the tool applied to their teaching reality. After four months, for institutional organization, the OSCE was implemented as a formative and summative assessment in all classes of the course, which were already inserted in the dental clinic, taking into account adaptations suggested by the teachers to meet the needs of the local reality, but preserving the model’s adherence to the assessment of estimated competencies. Experience points to the OSCE as an excellent assessment tool in Dentistry and the workshop dynamics as a tool for understanding, demonstrating that teacher training was essential to success. Finally, the group is motivated to continue adopting the OSCE as an instrument for assessing clinical competencies.A formação superior na área da saúde tem, entre outros, o desafio de permitir que o aluno desenvolva conhecimentos, habilidades e atitudes para o exercício da sua profissão. Nesse caminho de ensino, a avaliação da aprendizagem se torna uma aliada, permitindo que instituição, professores e alunos possam refletir sobre o resultado de suas ações. O Exame Clínico Objetivo Estruturado (Objective Structured Clinical Examination, OSCE) é um instrumento de avaliação de competências clínicas utilizado inicialmente no curso de Medicina e expandido desde então para os demais cursos das ciências da saúde. O objetivo deste estudo é relatar experiência de inserção do OSCE no curso de Odontologia da Faculdade Pitágoras (Unidade Guarapari/ES). Foi realizado workshop para professores da área, abordando três atividades: palestra explicativa apresentando o OSCE, demonstração e vivência prática do planejamento e elaboração do instrumento avaliativo; e discussão com os participantes sobre a ferramenta aplicada à sua realidade docente. Seguidos quatro meses, para organização institucional, o OSCE foi implementado como avaliação formativa e somativa em todas as turmas do curso, que já estavam inseridas na clínica odontológica, levando-se em consideração adaptações sugeridas pelos professores para atender às necessidades da realidade local, mas preservando a aderência do modelo em avaliar as competências estimadas. A experiência aponta o OSCE como ótimo instrumento de avaliação em Odontologia e a dinâmica do workshop como ferramenta para o entendimento, demonstrando que o treinamento de professores foi essencial para alcançar o sucesso. O grupo está motivado para continuar adotando o OSCE como instrumento de avaliação de competências clínicas.Associação Brasileira de Ensino Odontológico2022-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revabeno.emnuvens.com.br/revabeno/article/view/109010.30979/revabeno.v22i2.1090Revista da ABENO; Vol. 22 No. 2 (2022); 1090Revista da ABENO; Vol. 22 Núm. 2 (2022); 1090Revista da ABENO; v. 22 n. 2 (2022); 10902595-02741679-5954reponame:Revista da ABENO (Online)instname:Associação Brasileira de Ensino Odontológico (ABENO)instacron:ABENOporenghttps://revabeno.emnuvens.com.br/revabeno/article/view/1090/1176https://revabeno.emnuvens.com.br/revabeno/article/view/1090/1177Copyright (c) 2022 Revista da ABENOhttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCarvalho, Raquel Baroni deRibeiro, Mariana Carvalho Martins2022-12-21T02:13:24Zoai:ojs.revabeno.emnuvens.com.br:article/1090Revistahttps://revabeno.emnuvens.com.br/revabeno/indexONGhttps://revabeno.emnuvens.com.br/revabeno/oairevabeno@gmail.com2595-02741679-5954opendoar:2023-01-13T09:48:15.631795Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO)false |
dc.title.none.fl_str_mv |
Dentistry professors' perception of learning assessment by the OSCE Percepção de docentes de Odontologia sobre a avaliação da aprendizagem pelo OSCE |
title |
Dentistry professors' perception of learning assessment by the OSCE |
spellingShingle |
Dentistry professors' perception of learning assessment by the OSCE Carvalho, Raquel Baroni de Odontologia Avaliação Educacional Competência Clínica Dentistry Educational Assessment Clinical Competence |
title_short |
Dentistry professors' perception of learning assessment by the OSCE |
title_full |
Dentistry professors' perception of learning assessment by the OSCE |
title_fullStr |
Dentistry professors' perception of learning assessment by the OSCE |
title_full_unstemmed |
Dentistry professors' perception of learning assessment by the OSCE |
title_sort |
Dentistry professors' perception of learning assessment by the OSCE |
author |
Carvalho, Raquel Baroni de |
author_facet |
Carvalho, Raquel Baroni de Ribeiro, Mariana Carvalho Martins |
author_role |
author |
author2 |
Ribeiro, Mariana Carvalho Martins |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carvalho, Raquel Baroni de Ribeiro, Mariana Carvalho Martins |
dc.subject.por.fl_str_mv |
Odontologia Avaliação Educacional Competência Clínica Dentistry Educational Assessment Clinical Competence |
topic |
Odontologia Avaliação Educacional Competência Clínica Dentistry Educational Assessment Clinical Competence |
description |
Higher education in health has, among others, the challenge of allowing students to develop knowledge, skills, and attitudes for the exercise of their profession. In this way of teaching, the assessment of learning becomes an ally, allowing the institution, teachers, and students to reflect on the result of their actions. The Objective Structured Clinical Examination (OSCE) is an instrument for assessing clinical competencies initially used in the Medicine course and since then expanded to other majors in the health sciences. The objective of this study is to report the experience of inserting the OSCE in the Dentistry course at Faculdade Pitágoras (Unidade Guarapari/ES). A workshop was held for professors in the area, covering three activities: explanatory lecture presenting the OSCE, demonstration and practical experience of planning and elaboration of the evaluation instrument, and discussion with the participants about the tool applied to their teaching reality. After four months, for institutional organization, the OSCE was implemented as a formative and summative assessment in all classes of the course, which were already inserted in the dental clinic, taking into account adaptations suggested by the teachers to meet the needs of the local reality, but preserving the model’s adherence to the assessment of estimated competencies. Experience points to the OSCE as an excellent assessment tool in Dentistry and the workshop dynamics as a tool for understanding, demonstrating that teacher training was essential to success. Finally, the group is motivated to continue adopting the OSCE as an instrument for assessing clinical competencies. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revabeno.emnuvens.com.br/revabeno/article/view/1090 10.30979/revabeno.v22i2.1090 |
url |
https://revabeno.emnuvens.com.br/revabeno/article/view/1090 |
identifier_str_mv |
10.30979/revabeno.v22i2.1090 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revabeno.emnuvens.com.br/revabeno/article/view/1090/1176 https://revabeno.emnuvens.com.br/revabeno/article/view/1090/1177 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista da ABENO http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista da ABENO http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Ensino Odontológico |
publisher.none.fl_str_mv |
Associação Brasileira de Ensino Odontológico |
dc.source.none.fl_str_mv |
Revista da ABENO; Vol. 22 No. 2 (2022); 1090 Revista da ABENO; Vol. 22 Núm. 2 (2022); 1090 Revista da ABENO; v. 22 n. 2 (2022); 1090 2595-0274 1679-5954 reponame:Revista da ABENO (Online) instname:Associação Brasileira de Ensino Odontológico (ABENO) instacron:ABENO |
instname_str |
Associação Brasileira de Ensino Odontológico (ABENO) |
instacron_str |
ABENO |
institution |
ABENO |
reponame_str |
Revista da ABENO (Online) |
collection |
Revista da ABENO (Online) |
repository.name.fl_str_mv |
Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO) |
repository.mail.fl_str_mv |
revabeno@gmail.com |
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1797051148165709824 |