Percepção dos alunos e professores de um curso de medicina com relação às avaliações

• Autor(a) principal: Carvalho, Flávia Emilie Heimovski de
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UNIFENAS
• Texto Completo: http://tede2.unifenas.br:8080/jspui/handle/jspui/322
• topic: Estudante de Medicina; Educação Médica; Professores Universitários; Avaliação Educacional; Dissertação Acadêmica; CIENCIAS DA SAUDE::MEDICINA

Assessment must be an integral part of the teaching-learning process. Until today, theoretical tests are the most used ones, although they are not suitable for evaluating all types of knowledge and skills acquired during a Medical Program Course. There are few studies in the literature on the perception of higher-education students about tests and assessment processes. It was not possible to identify any studies about professors’ perceptions either. The objective of this study was to understand the perception of students and teachers concerning instruments used for the assessment of the teaching-learning process. It was a qualitative study carried out with students and professors of the Medicine Course at Centro Universitário Presidente Tancredo de Almeida Neves (São João Del Rei, Minas Gerais). An intentional sample, limited by empirical data saturation criteria, was used. Data were analyzed using the content analysis technique. From December 2020 to July 2021, 13 volunteers were recruited: seven students and six teachers. The content analysis identified six categories: four were common for both students and teachers (assessment structure, assessment characteristics, feedback, and students’ anxiety); two categories applied only to students (how they got prepared for tests and on-line assessments). An important remark in the data analysis from the interviews was the negative impression of the cognitive domain assessment represented by theoretical tests. Most of the volunteers listed as major problems limitations of that instrument of assessment, mainly the validity errors . Another highlighted point was the greater preference of the interlocutors in relation to the assessment instrument of psychomotor and affective domain. The interlocutors believe that there is a major growth of the students with those instruments. The interlocutors mainly reinforce the role of feedback, which allows the immediate correction of errors presented. Conclusion: Assessment is a fundamental part of the teaching-learning process and it must be improved along with the teaching methodologies. Including teachers and students in those improvements is necessary so that there is a greater acceptance of the assessment system. It must be clear that assessment exists for personal and professional improvement and not as a form of punishment. More studies in order to evaluate the perception of teachers and students are needed aiming to frequent update on Medical Education in Brazil.