<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712009000100019</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conceito global: um método de avaliação de competência clínica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingues]]></surname>
<given-names><![CDATA[Rosângela Curvo Leite]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bicudo-Zeferino]]></surname>
<given-names><![CDATA[Angélica Maria]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A19">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2009</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2009</year>
</pub-date>
<volume>33</volume>
<numero>01</numero>
<fpage>148</fpage>
<lpage>151</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712009000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712009000100019&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712009000100019&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Muito se tem feito para desenvolver métodos que avaliem de forma confiável a proficiência em habilidade clínica dos alunos de graduação médica. Há fortes evidências de que a avaliação global pode ser uma alternativa viável e confiável na avaliação de estudantes de graduação no ambiente clínico. Rotineiramente, a competência clínica tem sido avaliada pelos docentes por meio de um conceito subjetivo. Essa nota, dada por um especialista, não é objetiva e está sujeita a vieses. O uso de um instrumento bem delineado, com diversos itens pontuados numa escala, oferece a vantagem de especificar o que deve ser avaliado, auxiliando os avaliadores a distinguir os diferentes níveis do desempenho. Usando este método, os docentes podem expressar sua percepção global dos alunos, de forma mais objetiva, em relação a duas esferas distintas da competência: técnica (contendo itens como história clínica, exame físico, conhecimento médico, julgamento clínico, solução de problemas e hábitos no trabalho) e humanista (incluindo comunicação com pacientes e familiares, respeito, habilidades reflexivas, sensibilidade ao contexto e trabalho em equipe).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Considerable effort has focused on developing methods to reliably assess undergraduate medical students’ proficiency in clinical skills. There is strong evidence that global rating can be a feasible and reliable alternative for rating undergraduate medical students in the clinical setting. Professors have routinely assessed clinical competence with a subjective rating. This score, given by a specialist, is not objective and is subject to biases. The use of a well-designed instrument with various items rated on a scale offers the advantage of specifying what should be assessed, thus helping professors distinguish between different levels of performance. Using this method, faculty can express their global perception of the students in a more objective way in relation to two distinct spheres of technical competence (containing items like patient history, physical examination, medical knowledge, clinical knowledge, problem-solving, and work habits) and humanist competence (including communication with patients and families, respect, reflective skills, sensitivity to context, and teamwork).]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Clínico]]></kwd>
<kwd lng="pt"><![CDATA[Competência Clinica]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="en"><![CDATA[Clinical Clerkship]]></kwd>
<kwd lng="en"><![CDATA[Clinical Competence]]></kwd>
<kwd lng="en"><![CDATA[Students’ Medical]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif">     <p>Conceito  global: um m&eacute;todo de avalia&ccedil;&atilde;o de compet&ecirc;ncia cl&iacute;nica.</p>     <p>Global rating: a method for assessing clinical competence.</p>     <p>&nbsp;</p>     <p>Ros&acirc;ngela  Curvo Leite Domingues, Eliana Amaral, Ang&eacute;licaMaria Bicudo-Zeferino    <br> </p> </font>      ]]></body><back>
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