Percepção do discente de medicina sobre o exame clínico objetivo estruturado na formação acadêmica

• Autor(a) principal: Sampaio, Arabela Maria Barbosa
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000003p38
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3996
• topic: Educational assessment; Medical education; Medical evaluation; Avaliação educacional; Educação médica; Avaliação médica; CIENCIAS DA SAUDE

The Objective clinical Structural Examination (objective Structured Clinical Examination OSCE-) is a methodology for assessing clinical competence, which has been used worldwide since 1975 after being described by Harden while in Brazil, its use is more recent. However, studies evaluating the efficacy and acceptability among students are scarce. This research has the scope to collaborate in the production of data that can substantiate the efficiency of the model in question by describing and analyzing qualitative and quantitative aspects. To achieve such results, is outlined as a general goal, to investigate the perception of medical students over the course of the OSCE in the academic education pediatrics. With a quantitative and qualitative approach, assessing statistically describes and analyzes the data according to the method advocated by Bardin, bipolarizando subcategories under positive and negative aspects and sometimes neutral. We used an online semi-structured via Google Drive questionnaire to 330 students and gave a return of 123 respondents. Responses were categorized and frequenciada, so it came to the main results: 89.4% of students the OSCE assessed the clinical skills appropriately; 87.7% considered organized examination and 82.1% were satisfied with the scenery and staging. On the time available to perform the tasks 91.1% believed that was enough. When asked about the feedback given 87% agreed that learning opportunity offered, 88.6% agreed that feedback contributed to the academic and 75.6% thought that the evaluators were well prepared to give feedback. The qualitative categories of the OSCE environment was negative in 75.9%; 54.7% of the responses related to vocational training were positive; 60.4% recognized that feedback has positive aspects; OSCE model evaluation was positive in 90.6%; while the evaluation of the OSCE Pediatrics was negative for 52.2% of the respondents. We conclude that the OSCE is the accepted practice of evaluation, and that contributes to academic and learning, mainly because the feedback.