Evaluation strategies in active learning in higher education in health: integrative review

Abstract

Objectives: to analyze scientific evidence on evaluation strategies for active learning methods in health undergraduate programs. Methods: integrative literature review in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases. Results: different evaluation strategies are used: Presentation of seminars, Self-evaluation, Evaluation of student performance in Tutotest-Lite tutoring, Peer Evaluation, Active Learning and Critical Thinking Self-evaluation Scale, Objective and Structured Clinical Exam, Portfolio, Progressive Disclosure Questions, Modified Dissertation Questions, Progression Test, Dissertation Test, Objective Test, Immediate Learning Checks, Clinical Case Resolution and Cumulative Test. Final Considerations: evaluation strategies in active learning are used in combination, aiming at the affective, cognitive and psychomotor development of the student. However, studies with greater power of scientific evidence would be needed.

Cognitive and memory changes in COVID-19: Integrative Literature Review

“…A presente pesquisa é um estudo exploratório-descritivo de cunho qualitativo, em que houve inclusão de artigos qualitativos e quantitativos, com base nos métodos de Revisão Integrativa de Literatura (RIL) (Ganong, 1987), sobre alterações cognitivas e de memória pós-infecção por COVID-19. A RIL é um método de pesquisa fundamentado na prática baseada em evidências, cuja finalidade é ampliar, compreender e sintetizar a diversidade de resultados obtidos em estudos primários sobre a problemática abordada (Lemes et al, 2021). Essa modalidade de revisão divulga resultados de outras pesquisas ao passo que produz novo conhecimento, uma vez que busca, analisa e discute evidências científicas.…”

Advantages of Evaluating Students by Means of Escape Rooms

“…This approach could also be moved into the evaluation tasks, thus allowing the use of solutions where students get a more active position than in traditional evaluation exams. Basically, the term evaluation may be viewed as the verification and validation of the teaching-learning process in order to check whether students master the learning objectives in a sufficient manner, which may be carried out through different domains, such as knowledge, attitudes, skills, and habits [28].…”