<?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>S1981-52712020000100302</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.1-20190194.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Progress Test in Medical School: a Systematic Review of the Literature]]></article-title>
<article-title xml:lang="pt"><![CDATA[Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reberti]]></surname>
<given-names><![CDATA[Ademir Garcia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Monfredini]]></surname>
<given-names><![CDATA[Nayme Hechem]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira Filho]]></surname>
<given-names><![CDATA[Olavo Franco]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[Dalton Francisco de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Carlos Eduardo Andrade]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Jean Carl]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Região de Joinville  ]]></institution>
<addr-line><![CDATA[Joinville Santa Catarina]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Londrina  ]]></institution>
<addr-line><![CDATA[Londrina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Santa Catarina  ]]></institution>
<addr-line><![CDATA[Florianópolis Santa Catarina]]></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=S1981-52712020000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000100302&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000100302&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: &#8220;Progress Test in Medical Schools&#8221; and &#8220;Item Response Theory in Medicine&#8221; in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students&#8217; performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O Teste de Progresso é uma avaliação objetiva, estruturada com 60 a 150 questões de múltipla escolha, elaborada com o objetivo de promover uma avaliação das competências cognitivas esperadas no final do curso de graduação. Esse teste é aplicado a todos os discentes no mesmo dia, de modo que seja possível comparar os resultados entre as séries e analisar a performance evolutiva do conhecimento no decorrer do curso. Este trabalho teve como objetivo realizar uma revisão sistemática e literária acerca do Teste de Progresso nas escolas médicas no Brasil e no mundo, compreendendo os benefícios de sua implantação para o desenvolvimento do aprendizado, tanto para o aluno quanto para o docente e para a instituição. A pesquisa foi realizada no período de julho de 2018 a abril de 2019 e abordou artigos publicados no período de janeiro de 2002 a março de 2019. Utilizaram-se os descritores &#8220;Teste de Progresso nas escolas médicas&#8221; e &#8220;Teoria de Resposta ao Item em Medicina&#8221; nas plataformas PubMed, SciELO e Lilacs. Não houve limitação de idioma na seleção dos artigos, porém a pesquisa foi realizada em inglês. Foram encontrados 192.026 artigos, e, após a aplicação de filtros de busca avançada, incluíram-se 11 artigos no estudo. O Teste de Progresso (TP) vem sendo aplicado nas escolas médicas, de forma isolada ou em grupos de escolas parceiras, desde o final da década de 1990. Os resultados do teste constroem curvas de desempenho dos acadêmicos, o que permite identificar fragilidades e qualidades dos estudantes nas diversas áreas do conhecimento relacionadas ao curso. O Teste de Progresso não é um instrumento exclusivo de avaliação do desempenho dos estudantes, mas assume também um significado como ferramenta avaliativa para uso na gestão acadêmica, e para isso é fundamental que as instituições assumam papel ativo na elaboração e na análise dos dados dessa avaliação. Os exames desenvolvidos para testar a competência clínica em estudantes de Medicina necessitam ser válidos e confiáveis. Para que o método avaliativo seja válido, é necessário que o assunto seja amplamente revisado e estudado, visando a melhorias e adequações na execução dos testes.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Progress Test]]></kwd>
<kwd lng="en"><![CDATA[Statistics]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Educational Evaluation]]></kwd>
<kwd lng="pt"><![CDATA[Teste de Progresso]]></kwd>
<kwd lng="pt"><![CDATA[Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="confpro">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[ARL]]></given-names>
</name>
<name>
<surname><![CDATA[Weyh]]></surname>
<given-names><![CDATA[CB]]></given-names>
</name>
</person-group>
<source><![CDATA[Tecnologia da informação no processo da avaliação como estratégia para qualificar a prática docente]]></source>
<year>2018</year>
<conf-name><![CDATA[ Congresso Internacional de Educação e Tecnologias]]></conf-name>
<conf-date>2018</conf-date>
<conf-loc>São Carlos, Brasil </conf-loc>
<page-range>1-7</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sakai MH]]></surname>
<given-names><![CDATA[Ferreira Filho]]></given-names>
</name>
<name>
<surname><![CDATA[OF]]></surname>
<given-names><![CDATA[Almeida MJ]]></given-names>
</name>
<name>
<surname><![CDATA[Mashima DA]]></surname>
<given-names><![CDATA[Marchese MC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teste de Progresso e avaliação do curso: dez anos de experiência da medicina da Universidade Estadual de Londrina]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2008</year>
<volume>32</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>254-63</page-range></nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bollela]]></surname>
<given-names><![CDATA[VR]]></given-names>
</name>
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[MC]]></given-names>
</name>
<name>
<surname><![CDATA[Troncon]]></surname>
<given-names><![CDATA[LEA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação somativa de habilidades cognitivas: experiência envolvendo boas práticas para a elaboração de testes de múltipla escolha e a composição de exames]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2018</year>
<volume>42</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>74-85</page-range></nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Miranda Junior]]></surname>
<given-names><![CDATA[UJP]]></given-names>
</name>
<name>
<surname><![CDATA[Tatsch]]></surname>
<given-names><![CDATA[JFS]]></given-names>
</name>
<name>
<surname><![CDATA[Braga]]></surname>
<given-names><![CDATA[CS]]></given-names>
</name>
<name>
<surname><![CDATA[Spengler Junior]]></surname>
<given-names><![CDATA[SL]]></given-names>
</name>
<name>
<surname><![CDATA[Novaes]]></surname>
<given-names><![CDATA[MRCG]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação critério-referenciada em Medicina e Enfermagem: diferentes concepções de docentes e estudantes de uma escola pública de saúde de Brasília, Brasil]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2018</year>
<volume>42</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>67-77</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="book">
<collab>Associação Brasileira de Educação Médica</collab>
<source><![CDATA[Avaliação do estudante: contribuição do teste de progresso]]></source>
<year>2017</year>
<publisher-name><![CDATA[ABEM]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Sakai]]></surname>
<given-names><![CDATA[MH]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreira Filho]]></surname>
<given-names><![CDATA[OF]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[MJ]]></given-names>
</name>
<name>
<surname><![CDATA[Matsuo]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Avaliação do crescimento cognitivo do estudante de Medicina: aplicação do teste de equalização no Teste de Progresso]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2011</year>
<volume>35</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>493-501</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bhakta]]></surname>
<given-names><![CDATA[B]]></given-names>
</name>
<name>
<surname><![CDATA[Tennant]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Horton]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Lawton]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Andrich]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using item response theory to explore the psychometric properties of extended matching questions examination in undergraduate medical education]]></article-title>
<source><![CDATA[BMC med. educ]]></source>
<year>2005</year>
<volume>5</volume>
<numero>9</numero>
<issue>9</issue>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Embretson]]></surname>
<given-names><![CDATA[SE]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The new rules of measurement]]></article-title>
<source><![CDATA[Psychol. Assess]]></source>
<year>1996</year>
<volume>8</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>341-9</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Andrade]]></surname>
<given-names><![CDATA[DF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Comparando desempenho de grupos de alunos por intermédio da teoria de resposta ao item]]></article-title>
<source><![CDATA[Est. aval. educ]]></source>
<year>2001</year>
<volume>23</volume>
<page-range>31-69</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[DC]]></given-names>
</name>
<name>
<surname><![CDATA[Nagtegaal]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Noordzij]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
<name>
<surname><![CDATA[Tio]]></surname>
<given-names><![CDATA[RA]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Cumulative assessment: does it improve students knowledge acquisition and retention?]]></article-title>
<source><![CDATA[Scientia Medical Education in Health Sciences]]></source>
<year>2018</year>
<volume>28</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rodrigues]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Proposta de análise de itens das provas do Saeb sob a perspectiva pedagógica e a psicométrica]]></article-title>
<source><![CDATA[Est. aval. educ]]></source>
<year>2006</year>
<volume>34</volume>
<page-range>43-78</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schuwirth]]></surname>
<given-names><![CDATA[LWT]]></given-names>
</name>
<name>
<surname><![CDATA[Van Der Vleuten]]></surname>
<given-names><![CDATA[CPM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The use of progress testing]]></article-title>
<source><![CDATA[Perspect Med Educ]]></source>
<year>2012</year>
<volume>1</volume>
<page-range>24-30</page-range></nlm-citation>
</ref>
<ref id="B13">
<label>13</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Wagener]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Moltner]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Timbil]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
<name>
<surname><![CDATA[Gornostayeva]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Schultz]]></surname>
<given-names><![CDATA[JH]]></given-names>
</name>
<name>
<surname><![CDATA[Brustle]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Development of a competency-based formative progress test with student-generated MCQs: results from a multi-centre pilot study]]></article-title>
<source><![CDATA[GMS Z Med Ausbild]]></source>
<year>2015</year>
<volume>32</volume>
<numero>4</numero>
<issue>4</issue>
</nlm-citation>
</ref>
<ref id="B14">
<label>14</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Chen]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
<name>
<surname><![CDATA[Yielder]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
<name>
<surname><![CDATA[Jones]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
<name>
<surname><![CDATA[Wearn]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Weller]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Progress testing in the medical curriculum: students approaches to learning and perceived stress]]></article-title>
<source><![CDATA[BMC Med Edc]]></source>
<year>2015</year>
<volume>15</volume>
<numero>147</numero>
<issue>147</issue>
<page-range>1-8</page-range></nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[OL]]></given-names>
</name>
<name>
<surname><![CDATA[Spadella]]></surname>
<given-names><![CDATA[MA]]></given-names>
</name>
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[HM]]></given-names>
</name>
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[ZMT]]></given-names>
</name>
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[APC]]></given-names>
</name>
<name>
<surname><![CDATA[Almeida Filho]]></surname>
<given-names><![CDATA[OM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Teste de Progresso: uma ferramenta avaliativa para a gestão acadêmica]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2015</year>
<volume>39</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>68-78</page-range></nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[MI]]></given-names>
</name>
<name>
<surname><![CDATA[Isoppo]]></surname>
<given-names><![CDATA[CC]]></given-names>
</name>
<name>
<surname><![CDATA[Cattaneo]]></surname>
<given-names><![CDATA[HD]]></given-names>
</name>
<name>
<surname><![CDATA[Madeira]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
<name>
<surname><![CDATA[Adami]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreira Filho]]></surname>
<given-names><![CDATA[OF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O Teste de Progresso como indicador para melhorias em curso de graduação em Medicina]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2017</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>58-68</page-range></nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Verhoeven]]></surname>
<given-names><![CDATA[BH]]></given-names>
</name>
<name>
<surname><![CDATA[Verwijnem]]></surname>
<given-names><![CDATA[GM]]></given-names>
</name>
<name>
<surname><![CDATA[Scherpbier]]></surname>
<given-names><![CDATA[AJ]]></given-names>
</name>
<name>
<surname><![CDATA[van der Vleuten]]></surname>
<given-names><![CDATA[CP]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Growth of medical knowledge]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2002</year>
<volume>36</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>711-7</page-range></nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Limana]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[MRF de]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O modelo de avaliação dinâmica e o desenvolvimento de competências: algumas considerações a respeito do Enade]]></article-title>
<source><![CDATA[Avaliação]]></source>
<year>2005</year>
<volume>10</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>9-32</page-range></nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Baldim]]></surname>
<given-names><![CDATA[TL]]></given-names>
</name>
<name>
<surname><![CDATA[Vicente]]></surname>
<given-names><![CDATA[CAO]]></given-names>
</name>
<name>
<surname><![CDATA[Arcuri]]></surname>
<given-names><![CDATA[MB]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[O teste de progresso sob a visão do discente]]></article-title>
<source><![CDATA[Revista da Faculdade de Medicina de Teresópolis]]></source>
<year>2018</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>41-54</page-range></nlm-citation>
</ref>
<ref id="B20">
<label>20</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Nunes]]></surname>
<given-names><![CDATA[CHSS]]></given-names>
</name>
<name>
<surname><![CDATA[Primi]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Impacto do tamanho da amostra na calibração de itens e estimativa de escores por teoria de resposta ao item]]></article-title>
<source><![CDATA[Aval. psicol]]></source>
<year>2005</year>
<volume>4</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>141-53</page-range></nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Henning]]></surname>
<given-names><![CDATA[E]]></given-names>
</name>
<name>
<surname><![CDATA[Ramos]]></surname>
<given-names><![CDATA[MS]]></given-names>
</name>
<name>
<surname><![CDATA[Konrath]]></surname>
<given-names><![CDATA[AC]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Análise de itens de uma prova de raciocínio probabilístico]]></article-title>
<source><![CDATA[Actas del VII CIBEM]]></source>
<year>2013</year>
<page-range>2025-32</page-range><publisher-loc><![CDATA[Montevideo, Uruguay ]]></publisher-loc>
<publisher-name><![CDATA[Colegio Seminario]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B22">
<label>22</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Vleuten]]></surname>
<given-names><![CDATA[CVD]]></given-names>
</name>
<name>
<surname><![CDATA[Freeman]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
<name>
<surname><![CDATA[Collares]]></surname>
<given-names><![CDATA[CF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Profress test utopia]]></article-title>
<source><![CDATA[Perspect Med Educ]]></source>
<year>2018</year>
<volume>7</volume>
<page-range>136-8</page-range></nlm-citation>
</ref>
<ref id="B23">
<label>23</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[De Champlain]]></surname>
<given-names><![CDATA[AF]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A primer on classical test theory and item response theory for assessments in medical education]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2010</year>
<volume>44</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>109-17</page-range></nlm-citation>
</ref>
<ref id="B24">
<label>24</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Collares]]></surname>
<given-names><![CDATA[CF]]></given-names>
</name>
<name>
<surname><![CDATA[Cecilio-Fernandes]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[When I say...computerised adaptative testing]]></article-title>
<source><![CDATA[Med Educ]]></source>
<year>2019</year>
<volume>53</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>115-6</page-range></nlm-citation>
</ref>
<ref id="B25">
<label>25</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bicudo]]></surname>
<given-names><![CDATA[AM]]></given-names>
</name>
<name>
<surname><![CDATA[Hamamoto Filho]]></surname>
<given-names><![CDATA[PT]]></given-names>
</name>
<name>
<surname><![CDATA[Abbade]]></surname>
<given-names><![CDATA[JF]]></given-names>
</name>
<name>
<surname><![CDATA[Hafner]]></surname>
<given-names><![CDATA[MLMB]]></given-names>
</name>
<name>
<surname><![CDATA[Maffei]]></surname>
<given-names><![CDATA[CML]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Consortia of cross-institutional progress testing for all medical schools in Brazil]]></article-title>
<source><![CDATA[Rev. bras. educ. med]]></source>
<year>2019</year>
<volume>43</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>151-6</page-range></nlm-citation>
</ref>
<ref id="B26">
<label>26</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hamamoto Filho]]></surname>
<given-names><![CDATA[PT]]></given-names>
</name>
<name>
<surname><![CDATA[Lourenção]]></surname>
<given-names><![CDATA[PLTA]]></given-names>
</name>
<name>
<surname><![CDATA[Valle]]></surname>
<given-names><![CDATA[AP do]]></given-names>
</name>
<name>
<surname><![CDATA[Abbade]]></surname>
<given-names><![CDATA[JF]]></given-names>
</name>
<name>
<surname><![CDATA[Bicudo]]></surname>
<given-names><![CDATA[AM]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A correlação entre a pontuação dos testes de progresso dos alunos e seu desempenho em um processo de seleção de residência]]></article-title>
<source><![CDATA[Medical Science Educator]]></source>
<year>2019</year>
<volume>29</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-5</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
