<?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>S1981-52712015000300433</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v39n3e02832014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[OSCE para Competências de Comunicação Clínica e Profissionalismo: Relato de Experiência e Meta-Avaliação]]></article-title>
<article-title xml:lang="en"><![CDATA[OSCE for Communication Skills and Professionalism: Case Report and Meta-Analysis]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Camila Ament Giuliani dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Renato Soleiman]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Viviane Marques dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uiema]]></surname>
<given-names><![CDATA[Luciana Aparecida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendonça]]></surname>
<given-names><![CDATA[Natalia bitant]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casanova]]></surname>
<given-names><![CDATA[Aline Peduzzi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Severo]]></surname>
<given-names><![CDATA[Milton]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Maria Amélia Duarte]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Porto Faculdade de Medicina ]]></institution>
<addr-line><![CDATA[Porto PO]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>433</fpage>
<lpage>441</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712015000300433&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712015000300433&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712015000300433&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMOA comunica&#231;&#227;o cl&#237;nica e o profissionalismo est&#227;o entre as principais compet&#234;ncias m&#233;dicas e, portanto, devem ter sua avalia&#231;&#227;o garantida. Nesse contexto, o exame cl&#237;nico objetivo estruturado (OSCE) tem papel fundamental. Objetivos Descrever as etapas de elabora&#231;&#227;o de um OSCE, bem como a avalia&#231;&#227;o da qualidade das esta&#231;&#245;es e a percep&#231;&#227;o do estudante de Medicina sobre a sua realiza&#231;&#227;o.M&#233;todo O estudo &#233; composto pela realiza&#231;&#227;o de um OSCE com quatro esta&#231;&#245;es por 16 estudantes de Medicina e pela an&#225;lise da qualidade psicom&#233;trica e aplica&#231;&#227;o de um question&#225;rio de satisfa&#231;&#227;o.Resultados Para os estudantes, o OSCE &#233; o m&#233;todo que melhor avalia e ensina essas compet&#234;ncias, ao passo que os testes de m&#250;ltipla escolha est&#227;o no polo oposto quanto &#224; avalia&#231;&#227;o. Em rela&#231;&#227;o &#224; qualidade m&#250;ltipla das esta&#231;&#245;es: duas se apresentaram com boa confiabilidade, uma se tornou satisfat&#243;ria ap&#243;s adequa&#231;&#227;o e uma se revelou inconsistente.Conclus&#227;o Mesmo bem avaliadas pelos estudantes, algumas esta&#231;&#245;es apresentaram falhas. A an&#225;lise do OSCE &#233; fundamental para sua validade e mensurabilidade, em especial para o OSCE de alta aposta.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACTClinical communication and professionalism are among the primary medical competencies and therefore must have guaranteed assessment. In this context, the objective structured clinical examination (OSCE) plays an important role. Objectives To describe the steps of developing an OSCE, as well as evaluating the quality of the stations and the medical student&#8217;s view of the OSCE.Method The study involved an OSCE with four stations performed by 16 medical students, psychometric quality analysis and the application of a user satisfaction questionnaire.Results For the students, the OSCE is the best assessment and teaching method for these skills, whereas multiple choice tests are at the worst form of assessment. Regarding the multiple quality of the stations, two showed good reliability, one became satisfactory following adjustment and one was inconsistent.Conclusion Although highly rated by the students some of the stations were flawed. Analysis of the OSCE is essential for its validity and measurability, especially for high stakes OSCEs.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Simulação de Paciente]]></kwd>
<kwd lng="pt"><![CDATA[Competência Profissional]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Health Communication]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Patient Simulation]]></kwd>
<kwd lng="en"><![CDATA[Professional Competence]]></kwd>
</kwd-group>
</article-meta>
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