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Revista Brasileira de Educação Médica

versión impresa ISSN 0100-5502versión On-line ISSN 1981-5271

Resumen

TORRES, Odete Messa et al. Progress Test and curricular change: paths followed by the University of Brasília Medical School. Rev. Bras. Educ. Med. [online]. 2022, vol.46, suppl.1, e151.  Epub 27-Oct-2022. ISSN 1981-5271.  https://doi.org/10.1590/1981-5271v46.supl.1-20220291.

Introduction:

The Progress Test (TP) is an assessment instrument applied annually and coordinated by the Brazilian Association of Medical Education (ABEM). The UnB School of Medicine has participated in the TP-CO since 2013 and uses the data from the assessment for internal diagnosis and discussions about medical education.

Objective:

describe the results obtained by students in the TP and analyze possible relationships between changes in the PPC and student performance.

Method:

This is an analytical cross-sectional study, based on the results obtained by the students of the course compared to the universe of institutions in the TP-CO consortium between 2013 and 2021. In this period, students enrolled in two curricular matrices sat the test: old curriculum (AC) and new curriculum (CN). In order to verify the evolution of the average score of UnB in each period compared to the average score of the consortium, the ratio test was applied to the differences in each pair of scores of UnB and consortium, in each year of the historical series and period of the students evaluated.

Results:

Between the years 2013 and 2015, when the CA was in effect, no statistically significant differences were observed in the averages between the UnB students of all course years compared to the TP-CO Consortium. The same behavior was verified between 2016 and 2018, a transition period composed of CA and CN matrix students. However, between 2019 and 2021, when the new curricular matrix was in effect, statistically significant differences were observed between the UnB and consortium students.

Conclusion:

The TP gives insight into the performance of the school and identifies gaps that generate reflections in the search for excellence in medical education. With the experience presented it was possible to identify the paths taken by the UnB course throughout its participation in the consortium, considering the curricular changes.

Palabras clave : Medical Education; Progress Test; Curriculum.

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