Meta-evaluation in higher education: clinical reasoning in Medicine tests

• Autor(a) principal: Casiraghi, Bruna
• Data de Publicação: 2020
• Outros Autores: Aragão, Júlio César Soares
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Estudos em Avaliação Educacional
• Texto Completo: https://publicacoes.fcc.org.br/eae/article/view/4550
• topic: Evaluación de la Educación; Formación Médica; Taxonomía de Bloom; Metaevaluación; Education Evaluation; Medical Training; Bloom’s Taxonomy; Meta-Evaluation; Avaliação da Educação; Formação Médica; Taxonomia de Bloom; Metavaliação; Avaliação Formativa

Higher education should be viewed as the development of a professional capable of dealing with complex situations. Reviewing evaluation processes can identify gaps in training and drive correction initiatives. This study aimed to analyze the prevalence of test questions that require clinical reasoning and its progression during programs. The questions were assessed by period, knowledge area and complexity. Of 429 questions, 99 (23.1%) were considered as related to clinical reasoning, and 330 (76.9%) to theoretical reasoning. The highest rate of theoretical reasoning questions was found for the basic area (86.2%), whereas with clinical reasoning questions, the highest rate was found for pediatrics (31%). The results point to a significant prevalence of content-based questions to the detriment of questions related to clinical reasoning. Although an increase in the latter type is evident, the final result is still below expectations. Research on this topic is necessary for mapping and designing intervention initiatives.