Please use this identifier to cite or link to this item: http://repositorio.unicamp.br/jspui/handle/REPOSIP/198469
Type: Artigo de periódico
Title: [the Different Perspectives In The Assessment Of Learners During Supervised Clinical Clerkship].
Author: Domingues, Rosângela Curvo Leite
Amaral, Eliana
Zeferino, Angélica Maria Bicudo
Abstract: To compare medical students' global itemized ratings (GIR) and real-case structured clinical assessment (RC-SCA), generated by faculty members from three different specialties (Gynecology-O&G, Internal Medicine-IM, Pediatrics-Ped). 106 Y4 learners were assessed by one faculty member from each specialty, who filled in GIR, consisting of 6 technical domains (mean score GIRt) and 7 humanistic domains (mean score GIRh), on a 0-10 scale, and resultant RC-SCA, from direct attendance observation. Statistical analyses used Cronbach coefficient, Friedman and Wilcoxon paired tests, Pearson and Spearman correlation coefficients, Euclidean distances. Significance level=5%. High internal consistency was observed in the three GIR (> 0.92). Ratings were negatively skewed. Ped scores were significantly lower than O&G and IM (median differences between 0.50 and 0.67), with low correlations between them (-0.02<R<0.48). the domains that had greater impact on the reliability of GIR were: clinical judgment (O&G and Ped), problem-solving (IM), and self-reflective skills (Ped). O&G and Ped scores showed the smallest agreement; GIRt Ped scores showed the greatest disagreement with all the other scores. The specialties have different views on how to evaluate students' skills, inspite of using similar instruments, which can be a reflection of their 'culture'. the challenge remains to minimize these differences through faculty development activities.
Subject: Clinical Clerkship
Cultural Characteristics
Educational Measurement
Epidemiologic Methods
Gynecology
Humans
Internal Medicine
Observer Variation
Pediatrics
Citation: Revista Da Associação Médica Brasileira (1992). v. 55, n. 4, p. 458-62
Rights: fechado
Identifier DOI: 
Address: http://www.ncbi.nlm.nih.gov/pubmed/19750315
Date Issue: -1-Uns- -1
Appears in Collections:Unicamp - Artigos e Outros Documentos

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