Students’ Views on Continuous Assessment in Medical Education
Author Information
Author(s): Gonçalves Cristóvão Helena Landim, Gonçalves Cristóvão Nathalia Bavaresco, de Moraes Castellari Lenina Mariana, Gonçalves Cristóvão André Bavaresco, dos Santos Emerson Roberto, Quitério Alex Bertolazzo, Emiliano da Silva Ryan, Oliani Denise Cristina Mós Vaz, de Abreu Lima Alba Regina, Brienze Vânia Maria Sabadoto, da Silva Souza Dorotéia Rossi, Iembo Tatiane, Bizotto Thais Santana Gastardelo, André Júlio César
Primary Institution: Center for Studies and Development of Health Education—Faculty of Medicine of São José do Rio Preto (CEDES / FAMERP), São José do Rio Preto, São Paulo, Brazil
Hypothesis
How do medical students from two distinct Brazilian institutions perceive the design and implementation of the Progress Test (PT)?
Conclusion
The study highlights the strengths and challenges of the Progress Test, emphasizing the need for curriculum alignment and individualized feedback.
Supporting Evidence
- Students from both institutions positively perceived the construction of the Progress Test.
- Significant differences were observed between institutions regarding classroom discussion of PT questions.
- A strong positive correlation was found between academic progression and expected PT performance.
Takeaway
This study asked medical students how they feel about a test that helps teachers see how well students are learning, and found that students generally think it's helpful.
Methodology
A quantitative, cross-sectional study using a self-administered questionnaire to gather data from medical students.
Limitations
The study was limited to two institutions, which may affect the generalizability of the results.
Participant Demographics
Participants included 908 medical students, with 702 from a private institution and 206 from a public institution, predominantly aged 21-25 years.
Statistical Information
P-Value
<0.001
Confidence Interval
95% CI
Statistical Significance
p<0.001
Digital Object Identifier (DOI)
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