Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

Abstract

Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

Implementation of the São Paulo Nursing Courses Consortium for the Progress Test: experience report

“…In medicine, PT implementation as an instrument for assessing undergraduate student performance began in the 1980s in European countries, and is consolidated in courses in countries such as the Netherlands ( 2 ) , Germany ( 3 ) and Saudi Arabia ( 4 ) . In Brazil, the first experiences of implementing the test in medical schools date back to the end of the 1990s ( 5 ) .…”

Avaliação longitudinal de estudantes de medicina: o teste de progresso é apropriado?

“…Essa grande mudança resultou no uso de novas formas de abordar o ensino e a aprendizagem na formação médica, chamadas de metodologias ativas, como a aprendizagem baseada em problemas (ABP), aprendizagem baseada em equipes (ABE), etc. Essas novas formas de ensino têm gerado a necessidade de novas formas de avaliação das faculdades e seus estudantes (Cecilio-Fernandes et al, 2021;Heeneman et al, 2017;Reberti et al, 2020;Vleuten & Schuwirth, 2019).…”

Teste de progresso: um instrumento avaliativo para o curso de fisioterapia / Progress test: an evaluative instrument for the physiotherapy course

“…Esta modalidade de avaliação é desenvolvida por meio de provas orais, escritas, testes para assinalar 'verdadeiro' ou 'falso' e também de múltipla escolha, sistema de completar lacunas e questões dissertativas (MAMEDE, ABBAD, 2018). Com esses recursos busca-se mensurar o desenvolvimento cognitivo constituído como dimensão importante na formação acadêmica, operacionalizados em diversos formatos, sendo caracterizado pela aquisição e consolidação de componentes necessários para domínio do conhecimento nas diversas áreas de formação (REBERTI et al, 2020;BOLLELA, BORGES, TRONCON, 2018).…”

“…A avaliação cognitiva dos estudantes de medicina, por meio do TP, possui geralmente um caráter formativo, permitindo aos estudantes identificar as áreas que merecem maiores investimentos e da mesma forma representa uma importante ferramenta para a gestão acadêmica, auxiliando na compreensão dos acertos e das falhas do próprio curso. (REBERTI, et al 2020).…”