Resumo

SAVARIS, Ricardo Francalacci. Avaliação formativa entre alunos de medicina do quarto ano: relato de experiência. Rev. Bras. Educ. Med. [online]. 2009, vol.33, suppl.01, pp.111-115. ISSN 1981-5271.

Objectives: To compare the degree of difficulty, satisfaction and the final scores between the formative and summative assessment method among fourth-year medical students in the discipline of obstetrics and gynecology. Method: Thirty-eight students took a written exam (alternative) and 1 month later they were tested using the traditional multiple choices method. The alternative exam consisted in real clinical cases focusing on diagnostic hypothesis and medical management. The questions were scored 0, 0.5 or 1 point. After the initial result, the exams were returned and, within 2 weeks, the students had to prepare a structured essay in relation to each wrong answer. Additional points (+ 0.5, or +1) were given for each correct answer. Points were deduced for incorrect essays. The traditional exam consisted in clinical concepts, the prevalence of different diseases and etiological agents. No feedback but the final score was given. The degree of difficulty, the final mean score of both exams, and the students’ responses to this initiative were compared between both methods. Results: The alternative written exam had a higher degree of difficulty (7.6 ± 0.2 vs. 5.2 ± 0.4; p < 0.001). No statistical difference was found between the means of the final scores of both methods (8.3 ± 0.9 vs. 8.5 ± 0.9; p > 0.05). The students preferred the alternative method when compared to the traditional one (8.6 ± 0.2 vs. 5.4 ± 0.4; p < 0.001). Conclusion: The formative assessment was more difficult than the traditional one. Nevertheless, the final scores of the medical class for the formative test were not lower than the scores for the traditional test. All students declared to prefer the formative assessment.

Palavras-chave : Students; Medical; Program Evaluation; Medical Education.

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