Resumo

CASIRAGHI, BRUNA  e  ARAGAO, JÚLIO CÉSAR SOARES. META-EVALUATION IN HIGHER EDUCATION: CLINICAL REASONING IN MEDICINE TESTS. Est. Aval. Educ. [online]. 2020, vol.31, n.76, pp.219-230.  Epub 26-Ago-2020. ISSN 1984-932X.  https://doi.org/10.18222/eae.v31i76.4550.

Higher education should be viewed as the development of a professional capable of dealing with complex situations. Reviewing evaluation processes can identify gaps in training and drive correction initiatives. This study aimed to analyze the prevalence of test questions that require clinical reasoning and its progression during programs. The questions were assessed by period, knowledge area and complexity. Of 429 questions, 99 (23.1%) were considered as related to clinical reasoning, and 330 (76.9%) to theoretical reasoning. The highest rate of theoretical reasoning questions was found for the basic area (86.2%), whereas with clinical reasoning questions, the highest rate was found for pediatrics (31%). The results point to a significant prevalence of content-based questions to the detriment of questions related to clinical reasoning. Although an increase in the latter type is evident, the final result is still below expectations. Research on this topic is necessary for mapping and designing intervention initiatives.

Palavras-chave : EDUCATION EVALUATION; MEDICAL TRAINING; BLOOM’S TAXONOMY; META-EVALUATION.

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