<?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>S1981-52712020000100208</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.1-20190282.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[MiniCex as an Assessment Tool of a Medical Course Internship Program]]></article-title>
<article-title xml:lang="pt"><![CDATA[MiniCex como Instrumento para Avaliação de Programa no Internato de um Curso de Medicina]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Céres Larissa Barbosa de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Appenzeller]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caldas]]></surname>
<given-names><![CDATA[Cezar Augusto Muniz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas Faculdade de Ciências Médicas ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000100208&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000100208&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  Program assessment is the process of data collection about a course or teaching program that takes into consideration the aspects of cost-effectiveness, checking the adequacy of the evaluation according to the course purpose and the program capacity to yield changes in real life. Such regular assessments provide feedback to the decision-making process that aim at better teaching and learning practices. The Mini Clinical Evaluation Exercise (MiniCex) is a performance rating scale designed to assess the skills that medical students and residents need in real-life situations with patients. Considering the importance of program assessment for an institution, the utilization of the MiniCex data might be of great value for the follow-up of students and the course, helping the planning process and generating improvements in the institution. Therefore, the objective of this study is to assess the program using MiniCex in the beginning of the medical internship, aiming to determine in what areas of the basic and pre-clinical course the students have more difficulties.  Methods:  A cross-sectional descriptive study was carried out, using the retrospective data obtained by the MiniCex forms that were applied to the 9th-semester medical students, which correspond to the first semester of medical internship in the Federal University of Pará. A total of 111 students was assessed, among the 154 students eligible for internship, from August 2017 to July 2018.  Results: Among the performed evaluations, with 97% being requested by the teachers, most of them (72%) were about new cases, and 45% and 38% had low or moderate complexity, respectively. There was a predominance of musculoskeletal system disorders (27.7%), followed by the gastrointestinal/hepatology system (14.8%). Concerning the skills in each domain, the performance was satisfactory in all of them. We observed that 12% of the students had difficulties in at least one area, followed by 6.3% of students with difficulties in 2 areas and 4.5% with an unsatisfactory performance in 3 or more areas.  Conclusion: the MiniCex, when applied to internship students, showed to be a source of important and useful information, as part of a program assessment concerning the areas preceding the internship. The analysis of the obtained data was sent to teachers of the pre-internship, internship and course management areas. To the first ones, with the objective of reviewing their programs, detecting where they can intervene and, thus, make changes that aim a better acquisition of basic knowledge by the students and, consequently, improve their performance. To the second ones, to provide an overview of where they will have to focus their programs according to the needs of the medical students who reach the internship. Finally, to the course management, as a guide of what should be supervised by the professionals teaching the semesters that precede the internship.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: avaliação de programa é o processo de obtenção de informações sobre um curso ou programa de ensino que leva em considerac&#807;a&#771;o aspectos de custo-efetividade, de checagem da adequac&#807;a&#771;o da avaliac&#807;a&#771;o ao propo&#769;sito do curso e da capacidade do programa de induzir transformac&#807;a&#771;o da realidade. Tais avaliac&#807;o&#771;es regulares retroalimentam as tomadas de decisa&#771;o que almejam melhores pra&#769;ticas de ensino e aprendizagem. O Miniexecício Clínico Avaliativo (Mini Clinical Evaluation Exercise - MiniCex) é uma escala de classificação de desempenho projetada para avaliar as habilidades que os acadêmicos e residentes necessitam em encontros reais com os pacientes. Diante da importância da avaliação de programa para uma instituição, a utilização de dados do MiniCex pode ser de grande valia para o acompanhamento dos alunos e do curso, favorecendo o planejamento e as melhorias na instituição. Objetivo: utilizar o MiniCex como parte de uma avaliação de programa no início do internato do curso de Medicina, visando determinar as áreas do curso básico e pré-clínico nas quais o aluno possui deficiências.  Métodos: Foi realizado um estudo transversal, de caráter descritivo, com a utilização de dados retrospectivos obtidos por meio das fichas do MiniCex aplicadas aos alunos do nono semestre no módulo de Clínica Médica que correspondeu ao primeiro semestre do internato da Faculdade de Medicina da Universidade Federal do Pará, sendo avaliados um total de 111 alunos dentre os 154 aptos ao internato no período de agosto de 2017 a julho de 2018.  Resultados: Dentre as avaliações realizadas, com 97,2% solicitadas pelos professores, a maioria (72%) foi de casos novos, 45% e 38,7% de baixa e moderada complexidade, respectivamente. Houve predomínio afecções do sistema musculoesquelético (27,7%), seguido do sistema gastrointestinal/hepatologia (14,8%). Quanto às habilidades em cada domínio, obteve-se rendimento suficiente em todos. Observou-se que 12,6% dos alunos tiveram deficiência em pelo menos uma área, o que foi seguido de 6,3% de alunos insuficientes em duas áreas e 4,5% com rendimento insatisfatório em três ou mais áreas.  Conclusão: o MiniCex aplicado aos estudantes do internato mostrou-se capaz de fornecer informações importantes e úteis como parte de uma avaliação de programa das áreas prévias ao internato. A análise dos dados obtidos foi encaminhada aos professores do pré-internato e do internato e à direção do curso. Enviou-se a análise aos primeiros para que pudessem rever seus programas e detectar em que ponto podem intervir e fazer as alterações que visem à melhor aquisição de conhecimentos básicos pelos discentes e consequentemente ao aumento do desempenho deles. Quanto aos professores do internato, o objetivo foi apresentar-lhes um panorama dos aspectos em que precisarão concentrar seus programas conforme as carências indicadas pelos acadêmicos que chegam ao internato. Por último, à direção, o material serviu de guia do que deve fiscalizar dos docentes dos semestres que antecedem o internato.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="en"><![CDATA[Education Medical]]></kwd>
<kwd lng="en"><![CDATA[Program Evaluation]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de Programas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<person-group person-group-type="author">
<name>
<surname><![CDATA[Martin]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
<name>
<surname><![CDATA[Zindel]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Nass]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<source><![CDATA[Graduate medical education outcomes and metrics: proceedings of a workshop]]></source>
<year>2018</year>
<publisher-loc><![CDATA[Washington ]]></publisher-loc>
<publisher-name><![CDATA[The National Academies Press]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
