Artículos de revistas
The Different Perspectives In The Assessment Of Learners During Supervised Clinical Clerkship [os Diferentes Olhares Na Avaliação De Alunos Em Estágio Clínico Supervisionado]
Registro en:
Revista Da Associacao Medica Brasileira. , v. 55, n. 4, p. 458 - 462, 2009.
1044230
2-s2.0-70349581462
Autor
Domingues R.C.L.
Amaral E.
Zeferino A.M.B.
Institución
Resumen
Objective. to compare medical students' global itemized ratings (GIR) and real-case structured clinical assessment (RC-SCA), generated by faculty members from three different specialties (Gynecology-O&G, Internal Medicine-IM, Pediatrics-Ped). MethOd. 106 Y4 learners were assessed by one faculty member from each specialty, who filled in GIR, consisting of 6 technical domains (mean score GIRt) and 7 humanistic domains (mean score GIRh), on a 0-10 scale, and resultant RC-SCA, from direct attendance observation. Statistical analyses used Cron-bach coefficient, Friedman and Wilcoxon paired tests, Pearson and Spearman correlation coefficients, Euclidean distances. Significance level=5%. Results. High internal consistency was observed in the three GIR (> 0.92). Ratings were negatively skewed. Ped scores were significantly lower than O&G and IM (median differences between 0.50 and 0.67), with low correlations between them (-0.02<R<0.48). the domains that had greater impact on the reliability of GIR were: clinical judgment (O&G and Ped), problem-solving (IM), and self-reflective skills (Ped). 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