<?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>S1981-52712020000200212</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.2-20190286.ing</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Undergraduate Medical Student&#8217;s Perception about the Progress Testing]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção dos Acadêmicos de Medicina sobre o Teste de Progresso]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sartor]]></surname>
<given-names><![CDATA[Laís Büttner]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rosa]]></surname>
<given-names><![CDATA[Luana Lanzarini da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Madeira]]></surname>
<given-names><![CDATA[Kristian]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Uggioni]]></surname>
<given-names><![CDATA[Maria Laura Rodrigues]]></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[Rosa]]></surname>
<given-names><![CDATA[Maria Inês da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[Criciúma 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>
<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>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000200212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000200212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  The Progress Test was created to address the necessity of measuring the level of knowledge consolidation along the years of Medical school. The test is administered periodically to all students in a curriculum, assessing the student&#8217;s cognitive growth throughout their journey at undergraduate level. In addition to assessing the student individually, the test evaluates the institution, showing in which areas its curriculum base should be improved. The aim is to assess the Universidade do Extremo Sul Catarinense student&#8217;s perception of the Progress Test.  Methods:  A cross-sectional study was performed. Data was collected through questionnaires created by the researchers and applied to medical students - the ones who took the Progress Test at least once - from October 15th to November 30th, 2018. The statistical analysis was performed with a 95% confidence interval.  Results:  A response rate of 70.41% was obtained, with a total of 424 questionnaires being included in the research. Demographic data showed a predominance of female gender (60,4%) and white ethnicity (96,2%) in the population and a mean age of 23 years. In all semesters (early, intermediate and final ones) the participants knew the goal of the progress test, and most students consider it important. It was also observed that the majority of the students considered clinical surgery and collective health as their worst performance in the test. In clinical medicine, pediatrics, and gynecology-obstetrics, the students of the intermediate and final semesters were satisfied with their level of knowledge. &#8220;To evaluate the student&#8217;s progress/performance&#8221; was highlighted as the most positive point. Among the negative ones &#8220;decrease the number of questions so the test is not as extensive&#8221; was emphasized.  Conclusion: The students of the sample consider the Progress Test important and know about its purpose. The final third of the Medical School is the one who feels most prepared to face the test. The main fields to which the students attributed their worst performance were clinical surgery and collective health. Regarding clinical medicine, pediatrics, gynecology, and obstetrics the students were satisfied with their knowledge.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução:  O Teste de Progresso serve para medir a consolidação do conhecimento ao longo da formação acadêmica médica. O teste é administrado periodicamente a todos os alunos de um currículo, com o propósito de avaliar o crescimento cognitivo deles na graduação. Além de avaliar o estudante de forma individual, o teste avalia a instituição, de modo a mostrar em quais áreas a sua base curricular deve ser melhorada. O objetivo deste estudo foi avaliar a percepção de acadêmicos de Medicina da Universidade do Extremo Sul Catarinense em relação ao Teste de Progresso.  Método:  Realizou-se um estudo transversal, em que se coletaram dados por meio de questionários elaborados pelos pesquisadores, aplicados aos alunos do curso de Medicina - que fizeram o Teste de Progresso em algum momento do curso - no período de 15 de outubro a 30 de novembro de 2018. A análise estatística foi realizada com um nível de confiança de 95%.  Resultados: Obteve-se uma taxa de resposta de 70,41%, com um número de 424 questionários incluídos na pesquisa. Os dados demográficos revelam uma população de predominância feminina (60,4%), branca (96,2%), com uma média de 23 anos de idade. Nas fases iniciais, intermediárias e finais da pesquisa, os participantes sabiam o objetivo do Teste de Progresso, bem como a maioria dos estudantes, em todas as fases, considerou-o importante. Observou-se também que a maioria dos estudantes considera clínica cirúrgica e saúde coletiva como seu pior desempenho no Teste de Progresso. Já nas áreas de clínica médica, pediatria e ginecologia obstetrícia, os estudantes das fases intermediárias e finais se consideram satisfeitos com seu nível de conhecimento. &#8220;Avaliar a evolução/o desempenho do acadêmico&#8221; foi o ponto positivo mais citado. Já entre os negativos, destacou-se &#8220;diminuir o número de questões para que a prova não fique tão extensa&#8221;.  Conclus ões: Os estudantes da amostra consideram o Teste de Progresso importante e conhecem o objetivo dele. Reconheceram que se sentiram mais preparados nas fases finais. As principais áreas a que os estudantes atribuíram seu pior desempenho foram: clínica cirúrgica e saúde coletiva. Já nas áreas de clínica médica, pediatria e ginecologia obstetrícia, eles se mostraram satisfeitos com o próprio nível de conhecimento.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Progress Test]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Perception]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="pt"><![CDATA[Teste de Progresso]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Percepção]]></kwd>
<kwd lng="pt"><![CDATA[Alunos]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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