<?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>S1981-52712024000400301</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2023-0175</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Instrumentos avaliativos nos estágios da atenção primária: revisão bibliográfica]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation instruments in primary care internships: a bibliographical review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marques]]></surname>
<given-names><![CDATA[Gabrielle Agostinho Rolim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Saraí de Brito]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Camila Aparecida Pinheiro Landim]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Adélia Dalva da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amorim]]></surname>
<given-names><![CDATA[Fernanda Cláudia Miranda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Uninovafapi Programa de Pós-Graduação em Saúde da Família e Comunidade ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto de Educação Superior do Vale do Parnaíba  ]]></institution>
<addr-line><![CDATA[Parnaíba Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Centro Universitário Uninovafapi  ]]></institution>
<addr-line><![CDATA[Teresina Piauí]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Católica Portuguesa  ]]></institution>
<addr-line><![CDATA[Porto ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400301&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400301&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução: O estágio supervisionado na atenção primária é uma etapa importante na graduação médica. A avaliação é indispensável para a formação dos futuros profissionais que atenderão às demandas da sociedade, uma vez que permite direcionar a aprendizagem. Existem diversos instrumentos avaliativos, seja para a análise cognitiva ou das habilidades e atitudes dos discentes de medicina.  Objetivo: Este estudo teve como objetivo elaborar uma revisão integrativa sobre os instrumentos de avaliação para estudantes de Medicina nos estágios da atenção primária no Brasil e em outros países.  Método:  A busca na literatura foi realizada nas bases de dados National Library of Medicine (MEDLINE) e Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS) via Biblioteca Virtual em Saúde (BVS) e Scientific Eletronic Library Online (SciELO). Os Descritores em Ciências da Saúde (DeCS) e MeSH foram: avaliação do ensino OR avaliação da educação AND estágio clínico AND estudantes de medicina AND estratégia saúde da família OR atenção primária OR atenção básica.  Resultado: A partir da combinação dos descritores, obtiveram-se 740 estudos, e, após a análise dos critérios de inclusão e exclusão, elencaram-se seis estudos para a construção da discussão. Identificaram-se diferentes métodos avaliativos, como testes de múltipla escolha, rubrica padronizada para avaliação de habilidade escrita, Objective Structured Clinical Examination (OSCE), conceito global, feedback, autoavaliação e avaliação por pares, além da associação entre alguns deles.  Conclusão: Apesar dos diferentes métodos avaliativos encontrados, não existe uniformização desses instrumentos no cenário mundial.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction: Supervised internships in primary care are an important part of undergraduate medical education. Assessment is a key part of training future professionals who will meet society&#8217;s demands, as it allows learning to be directed. Several tools are used to evaluate either the cognitive analysis or the skills and attitudes of medical students.  Objective: To develop an integrative review of assessment instruments for medical students in primary care internships in Braziland other countries.  Method:  The literature search was carried out in the National Library of Medicine (MEDLINE) and Latin American and Caribbean Literature in Health Sciences (LILACS) databases via the Virtual Health Library (BVS) and Scientific Electronic Library Online (SCIELO). The Health Sciences Descriptors (DECS) and MESH were: teaching evaluation OR education evaluation AND clinical internship AND medical students AND family health strategy OR primary care.  Results: From the combination of descriptors, 740 studies were obtained and after analyzing the inclusion and exclusion criteria, six studies were listed for the construction of the discussion. Different assessment methods were identified, such as multiple-choice tests, standardized rubric for assessing written ability, Objective Structured Clinical Examination (OSCE), global concept, feedback, self-assessment and peer assessment, in addition to combinations of such methods.  Conclusion: Despite the different evaluation methods found, there is no global standardization of these instruments.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação do Ensino]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia Saúde da Família]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Primária]]></kwd>
<kwd lng="en"><![CDATA[Teaching Assessment]]></kwd>
<kwd lng="en"><![CDATA[Educational Assessment]]></kwd>
<kwd lng="en"><![CDATA[Medicine Students]]></kwd>
<kwd lng="en"><![CDATA[Family Health Strategy]]></kwd>
<kwd lng="en"><![CDATA[Primary Health Care]]></kwd>
</kwd-group>
</article-meta>
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