<?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>S1981-52712010000100015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Competência clínica de alunos de medicina em estágio clínico: comparação entre métodos de avaliação]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingues]]></surname>
<given-names><![CDATA[Rosângela Curvo Leite]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Eliana]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zeferino]]></surname>
<given-names><![CDATA[Angélica Maria Bicudo]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antonio]]></surname>
<given-names><![CDATA[Maria Ângela G. Monteiro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nadruz]]></surname>
<given-names><![CDATA[Wilson]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A15">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2010</year>
</pub-date>
<volume>34</volume>
<numero>01</numero>
<fpage>124</fpage>
<lpage>131</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712010000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712010000100015&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712010000100015&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Objetivo: Comparar quatro métodos de avaliação com base nas notas obtidas por alunos do quarto ano de Medicina em estágio clínico. Método: Ao final do estágio clínico em Ginecologia e Obstetrícia, Clínica Médica e Pediatria, em unidades de atenção primária, 106 alunos do quarto ano foram avaliados com base em quatro métodos: Prova Teórica (Pt), Portfólio (Pf), Avaliação Estruturada do Atendimento Clínico (AE) e Conceito Global Itemizado (CGI), (escala 0-10). A análise estatística utilizou coeficiente alfa de Cronbach, teste de Wilcoxon para dados pareados, coeficiente de correlação de Pearson, análise de componentes principais e distância euclidiana. Resultados: As medianas mais baixas foram de PT, e as mais altas, de AE. Houve diferença significativa nas distribuições das notas entre todos os pares de métodos (P < 0,001). A correlação mais forte e a maior concordância ocorreram entre as notas de AE e CGI. A análise de componentes principais contrastou as notas de Pt e Pf com as de AE e CGI. Conclusão: Cada método parece enfocar diferentes aspectos da competência clínica. AE e CGI parecem avaliar competências semelhantes, em oposição a Pf e Pt. Portanto, nenhum método deve ser utilizado isoladamente para avaliar os alunos em estágio clínico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Objective: The objective was to compare four evaluation methods based on the grades received by fourth-year medical students in their clinical clerkship. Method: At the completion of the clinical clerkship in Obstetrics and Gynecology, Internal Medicine, and Pediatrics in primary care clinics, 106 fourth-year students were evaluated based on four methods, on a scale from 1 to 10: multiple-choice questions (MCQs), portfolio (P), real-case structured clinical assessment (RC-SCA), and global itemized rating (GIR). Statistical analysis used Cronbach alpha, Wilcoxon paired test, Pearson correlation coefficient, principal components analysis, and Euclidian distance. Results: The lowest median scores were for MCQ sand the highest for RC-SCA. The distribution of scores for all pairs of methods showed significant differences (P < 0,001). Agreement was strongest and highest between RC-SCA and GIR. Principal components analysis contrasted MCQs and P scores with those for RC-SCA and GIR. Conclusion: The various methods focused on different aspects of the expected clinical skills. RC-SCA and GIR appear to evaluate different skills as compared to P and MCQs. Thus, no method should be used alone to evaluate medical students in clinical clerkships.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Métodos de Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Competência Clínica]]></kwd>
<kwd lng="pt"><![CDATA[Estágio Clínico]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Evaluation Methods]]></kwd>
<kwd lng="en"><![CDATA[Clinical Competence]]></kwd>
<kwd lng="en"><![CDATA[Clinical Clerkship]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Compet&ecirc;ncia cl&iacute;nica de alunos de medicina em est&aacute;gio  cl&iacute;nico: compara&ccedil;&atilde;o entre m&eacute;todos de avalia&ccedil;&atilde;o.</h2> <h3>Clinical competence  of medical students during clinical clerkship: a comparison of evaluation methods.</h3>     <p>&nbsp;</p> <h4>Ros&acirc;ngela Curvo Leite Domingues, Eliana Amaral, Ang&eacute;lica Maria  Bicudo Zeferino, Maria &Acirc;ngela G. Monteiro Antonio, Wilson Nadruz    <br> </h4> </font>      ]]></body><back>
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