<?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>S1981-52712019000100181</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n1RB20180127ING</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Workplace Based Assessment in Obstetrics and Gynecology Clerkship to Detect Learning Gaps]]></article-title>
<article-title xml:lang="pt"><![CDATA[Avaliação Baseada em Cenários de Prática para Detectar Lacunas de Aprendizagem no Internato Médico em Ginecologia e Obstetrícia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coelho]]></surname>
<given-names><![CDATA[Raquel Autran]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[Francisco das Chagas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Peixoto Júnior]]></surname>
<given-names><![CDATA[Arnaldo Aires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Diniz]]></surname>
<given-names><![CDATA[Rosiane Viana Zuza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[McKinley]]></surname>
<given-names><![CDATA[Danette]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bollela]]></surname>
<given-names><![CDATA[Valdes Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Ceará  ]]></institution>
<addr-line><![CDATA[Fortaleza Ceará]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Norte  ]]></institution>
<addr-line><![CDATA[Parnamirim Rio Grande do Norte]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Foundation for Advancement of international Medical Education and Research  ]]></institution>
<addr-line><![CDATA[Philadelphia Pennsylvania]]></addr-line>
<country>United State</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[Ribeirão Preto São Paulo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>181</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000100181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000100181&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000100181&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Background  An outcome-based curriculum helps to communicate expectations of performance to students and clinical teachers. The Mini Clinical Evaluation Exercise (mini-CEX) is a useful tool for workplace-based formative assessment. The objective of this study was to use workplace-based assessment and student feedback to evaluate an Obstetrics and Gynecology (Ob&amp;Gyn) clerkship curriculum.   Methods  A cross-sectional study was conducted with faculty members and medical students in an Ob&amp;Gyn clerkship. The Mini-CEX was introduced into the clerkship assessment system, together with multiple choice question (MCQ) tests. This tool evaluates the history collection, physical examination, clinical judgment, professionalism and humanism, and also gives an overall score at the end of the test. At the end of the rotation, questionnaires were used to collect the students&#8217; perceptions about their skills acquisition during the program. The results of the Mini-CEX, the MCQ test, and questionnaire responses were compared, to determine the extent to which learning objectives were achieved.   Results  three faculty members assessed 84 medical students using the mini-CEX during the four-month clerkship. The scores for the physical examination and clinical judgment skills were lower, compared to those of the interviewing skills. Based on the students&#8217; feedback, ratings for physical examination and counseling preparation were rated as &#8220;inadequate&#8221;, especially for the topic breaking bad news. The bivariate correlation between the mini-CEX skills and MCQ test scores showed a positive relationship (r = 0.27). Although they assess different skills on the Muller pyramid, there appears to be a relationship between &#8220;Knowing&#8221; and &#8220;Doing&#8221;. These findings will help curriculum managers to identify important gaps in the rotation design and delivery. Based on these results, training in the skills workshop during the first month of the rotation was initiated, in addition to previous simulated training during the third year of medical course.   Conclusions  The introduction of the mini-CEX offers critical information to identify and refine important curriculum elements in the clinical years. Based on this, physical examination and communications skills training were initiated in the skills workshop. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Contexto  Curr&#237;culo Baseado em Desfechos ajuda a comunicar as expectativas de desempenho entre alunos e professores. O Miniexerc&#237;cio de Avalia&#231;&#227;o Cl&#237;nica (Miniex) &#233; uma ferramenta &#250;til para avalia&#231;&#227;o formativa no local de trabalho. O objetivo deste estudo foi usar avalia&#231;&#227;o em cen&#225;rios reais de pr&#225;tica e feedback dos alunos para qualificar um programa de internato m&#233;dico em Ginecologia e Obstetr&#237;cia (GO).   M&#233;todos  Foi realizado um estudo transversal com docentes e estudantes do internato m&#233;dico em GO. O Miniex foi introduzido no sistema de avalia&#231;&#227;o de est&#225;gio adicionado a testes de perguntas de m&#250;ltipla escolha (MCQ). Esta ferramenta avalia a coleta de hist&#243;rico, o exame f&#237;sico, o julgamento cl&#237;nico, o profissionalismo e o humanismo, al&#233;m da escala global no final do teste. No final da rota&#231;&#227;o de quatro meses, question&#225;rios foram aplicados para coletar a percep&#231;&#227;o do aluno sobre a aquisi&#231;&#227;o de habilidades durante o programa. Os resultados do Miniex, o teste de MCQ e as respostas aos question&#225;rios foram comparados para determinar a medida em que os objetivos de aprendizagem foram alcan&#231;ados.   Resultados  Tr&#234;s docentes avaliaram 84 estudantes de Medicina usando Miniex ao longo do est&#225;gio de quatro meses. As pontua&#231;&#245;es m&#233;dias para exame f&#237;sico e habilidades de julgamento cl&#237;nico foram menores em compara&#231;&#227;o com as habilidades de anamnese e aconselhamento. Com base na percep&#231;&#227;o dos alunos, o preparo para exame f&#237;sico e o aconselhamento foram classificados como &#8220;inadequados&#8221;, especialmente quanto &#224; divulga&#231;&#227;o de m&#225;s not&#237;cias. A correla&#231;&#227;o bivariada entre as habilidades do Miniex e os escores do teste MCQ mostrou uma rela&#231;&#227;o positiva (r = 0,27). Apesar de avaliar as diferentes habilidades da pir&#226;mide de Muller, parece haver uma rela&#231;&#227;o entre &#8220;knows&#8221; e &#8220;does&#8221;. Essas descobertas ajudaram os coordenadores de internato e docentes a identificar lacunas importantes no programa do est&#225;gio. Com base nesses resultados, foi iniciado um treinamento no laborat&#243;rio de habilidades durante o primeiro m&#234;s de rota&#231;&#227;o para todos os alunos ingressantes, adicionado ao treinamento simulado anterior durante o terceiro ano do curso de Medicina.   Conclus&#245;es  A introdu&#231;&#227;o do Miniex oferece informa&#231;&#245;es cr&#237;ticas para identificar e aprimorar elementos curriculares importantes nos anos cl&#237;nicos. ]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Clinical Competence]]></kwd>
<kwd lng="en"><![CDATA[Program Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Educational Measurement]]></kwd>
<kwd lng="pt"><![CDATA[Competência Clínica]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação de Programas e Projetos de Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação Educacional]]></kwd>
</kwd-group>
</article-meta>
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