<?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>S1981-52712018000200026</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v421n2RB20170016</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Evaluation of Residency Admission Exams]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação de Questões de Prova de Concursos de Residência Médica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aragão]]></surname>
<given-names><![CDATA[Júlio César Soares]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Casiraghi]]></surname>
<given-names><![CDATA[Bruna]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Otávio Cabral]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sarzedas]]></surname>
<given-names><![CDATA[Amanda Rangel Macedo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peloggia]]></surname>
<given-names><![CDATA[Stéfanie Maria Moura]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Huguenin]]></surname>
<given-names><![CDATA[Tássio de Faria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário de Volta Redonda  ]]></institution>
<addr-line><![CDATA[Volta Redonda RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2018</year>
</pub-date>
<volume>42</volume>
<numero>2</numero>
<fpage>26</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712018000200026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712018000200026&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712018000200026&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Residency admission exams, although not intended to evaluate medical training, do so in an indirect way. The evaluation of the quality of the medical residency tests allows, among other things, to re-evaluate the training process itself and the skills expected of the candidates.   Objective: To evaluate first phase exam tests of different medical residency programs in the largest Brazilian urban centers.   Method: We evaluated 500 questions of residency admission exams in the states of S&#227;o Paulo, Rio de Janeiro and Minas Gerais. The items were evaluated in terms of their origin, geographical location, area of knowledge, contextualization, context scenarios and complexity by Bloom's taxonomy.   Results: Most of the questions presented contextualization (64.4%, n = 322), with predominant scenarios of high complexity and in hospital environment. The predominant taxonomic category was identified as recognition (41.60%, n = 208), the second most frequent was judgment, in 26% of the questions (n = 130), followed by synthesis (15%, n = 75), analysis (7.60%, n = 38), comprehension (6%, n = 30) and application (3.8%, n = 19). Considering the dichotomization between questions of theoretical and clinical reasoning, we found a balance between both (clinical reasoning: 48.9%, n = 243; theoretical reasoning: 51.4%, n = 257). The association of contextualization with clinical reasoning was high, with the relative risk of an item requiring clinical reasoning in the presence of contextualization of 26.31 (CI 11.06 &#8211; 62.59).   Final considerations: The scenario outlined by the present research demonstrates that the different selective processes for medical residency in Brazil differ greatly in relation to the selection profile, with hospital-centered focus, favoring scenarios of high complexity in a hospital environment. Although much has been done and discussed in order to promote changes in medical education in Brazil, the selection process for Medical Residency still fails to reflect the changes advocated since the end of the last century and consolidated in the public policies of the beginning of this century. If we consider that the selected professionals are likely to remain at that institution after the end of their undergraduate studies, then we can have some understanding of the feedback cycle that is created in the programs. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdu&#231;&#227;o: A prova de resid&#234;ncia, apesar de n&#227;o ter o objetivo de avaliar a forma&#231;&#227;o m&#233;dica, o faz indiretamente. A avalia&#231;&#227;o da qualidade das provas de resid&#234;ncia m&#233;dica permite, entre outras coisas, reavaliar o pr&#243;prio processo de forma&#231;&#227;o e as compet&#234;ncias esperadas para os profissionais.   Objetivo: Avaliar provas de primeira fase de diferentes programas de resid&#234;ncia m&#233;dica dos maiores centros urbanos brasileiros.   M&#233;todo: Foram avaliadas 500 quest&#245;es de provas de resid&#234;ncia dos estados de S&#227;o Paulo, Rio de Janeiro e Minas Gerais. As quest&#245;es foram avaliadas considerando sua origem, localiza&#231;&#227;o geogr&#225;fica, &#225;rea de conhecimento, contextualiza&#231;&#227;o, cen&#225;rios do contexto e complexidade pela taxonom&#237;a de Bloom.   Resultados: A maioria das quest&#245;es apresentava contextualiza&#231;&#227;o (64,4%, n = 322), sendo os cen&#225;rios predominantes de alta complexidade e em ambiente hospitalar. Identificou-se que a categoria taxon&#244;mica predominante foi o reconhecimento (41,60%, n = 208), sendo a segunda categoria mais frequente o julgamento em 26% das quest&#245;es (n = 130), seguidas de s&#237;ntese (15%, n = 75), an&#225;lise (7,60%, n = 38), compreens&#227;o (6%, n = 30) e aplica&#231;&#227;o (3,8%, n = 19). Considerando a dicotomiza&#231;&#227;o entre quest&#245;es de racioc&#237;nio te&#243;rico e cl&#237;nico, encontramos uma situa&#231;&#227;o de equil&#237;brio entre ambas (racioc&#237;nio cl&#237;nico: 48,9%, n = 243; racioc&#237;nio te&#243;rico: 51,4%, n = 257). A associa&#231;&#227;o de contextualiza&#231;&#227;o com racioc&#237;nio cl&#237;nico foi alta, com risco relativo de uma quest&#227;o solicitar racioc&#237;nio cl&#237;nico na presen&#231;a de contextualiza&#231;&#227;o de 26,31 (IC 11,06 &#8211; 62,59).   Considera&#231;&#245;es finais: O quadro delineado pela presente pesquisa demonstra que os diferentes processos seletivos para resid&#234;ncia m&#233;dica no Brasil diferem muito entre si quanto ao perfil de sele&#231;&#227;o, com provas de car&#225;ter hospitaloc&#234;ntrico, privilegiando cen&#225;rios de alta complexidade em ambiente hospitalar. Embora muito se tenha feito e falado no sentido de promover mudan&#231;as na educa&#231;&#227;o m&#233;dica do Brasil, o processo seletivo para resid&#234;ncia m&#233;dica ainda n&#227;o reflete as mudan&#231;as preconizadas desde o fim do s&#233;culo passado e consolidadas nas pol&#237;ticas p&#250;blicas do in&#237;cio deste s&#233;culo. Se pensarmos que estamos selecionando profissionais que muito provavelmente se fixar&#227;o naquela institui&#231;&#227;o ap&#243;s o fim de sua p&#243;s-gradua&#231;&#227;o, podemos ter uma ideia do c&#237;rculo de retroalimenta&#231;&#227;o que se cria nos programas. ]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Internship and Residency]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="en"><![CDATA[Classification]]></kwd>
<kwd lng="en"><![CDATA[Examination Questions]]></kwd>
<kwd lng="pt"><![CDATA[Internato e Residência]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Classificação]]></kwd>
<kwd lng="pt"><![CDATA[Questões de Exames]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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