Ana Raquel Lucato Cianflone

Implantação de um programa de avaliação terminal do desempenho dos graduandos para estimar a eficácia do currículo na Faculdade de Medicina de Ribeirão Preto

PURPOSE To describe the main steps in the implementation of such assessment, as well as to present the measures taken in order to overcome the difficulties that have been found. METHODS The proposed two-step assessment consists of a test of cognitive aspects based on Multiple Choice Questions (MCQ) and practical exams of clinical skills in each of 5 terminal areas. Students enrolled as volunteer for either step or both. The examinations were developed and carried out by faculty members nominated by the involved Departments under the supervision of an institutional work group. The rates of student enrollment for the summative assessment has been recorded and the responses of both students and faculty members were evaluated by means of specific questionnaires. RESULTS In the first two years, adhesion of students to the MCQ test was consistently high, but volunteering to the practical exams was persistently low. Moreover, there was a sharp decrease in faculty involvement, from the first to the second year. To overcome these difficulties, a number of measures were implemented aiming at increasing student adhesion and faculty involvement, as well as to improve assessment methods. As a consequence, a remarkable increase in both student adhesion and faculty involvement was recorded. CONCLUSION The measures taken resulted in sharp increases in both acceptance of the proposed assessment and the quality of the examination methods, which have allowed a more reliable characterization of the strenghts and weaknesses of the local curriculum.PURPOSE. To describe the main steps in the implementation of such assessment, as well as to present the measures taken in order to overcome the difficulties that have been found. METHODS. The proposed two-step assessment consists of a test of cognitive aspects based on Multiple Choice Questions (MCQ) and practical exams of clinical skills in each of 5 terminal areas. Students enrolled as volunteer for either step or both. The examinations were developed and carried out by faculty members nominated by the involved Departments under the supervision of an institutional work group. The rates of student enrollment for the summative assessment has been recorded and the responses of both students and faculty members were evaluated by means of specific questionnaires. RESULTS. In the first two years, adhesion of students to the MCQ test was consistently high, but volunteering to the practical exams was persistently low. Moreover, there was a sharp decrease in faculty involvement, from the first to the second year. To overcome these difficulties, a number of measures were implemented aiming at increasing student adhesion and faculty involvement, as well as to improve assessment methods. As a consequence, a remarkable increase in both student adhesion and faculty involvement was recorded. CONCLUSION. The measures taken resulted in sharp increases in both acceptance of the proposed assessment and the quality of the examination methods, which have allowed a more reliable characterization of the strenghts and weaknesses of the local curriculum.

Effect of curriculum reform on graduating student performance

With the aim of evaluating the efficacy of a new curriculum implemented in the Faculty of Medicine of Ribeirão Preto (University of São Paulo, Brazil), a yearly objective assessment of both cognitive and practical skills of undergraduate (sixth year) students was performed. All graduating student underwent a multiple-choice questions (MCQs) test and groups of 18–20 students were randomly assigned to OSCEs for either clinical (real and standardized patients) or procedure (manikins) skills. The average MCQs score for the students graduating in the new curriculum (63.1, sd = 8.9, n = 261) was significantly higher (p < 0.001) than for the previous curriculum (55.3, sd = 8.1, n = 222). Results for practical exams showed that the new curriculum was associated with significantly improved performance in five out of the six stations for procedure skills, but in only two of the 10 clinical skills stations. Final evaluation of graduating students revealed deficiencies in the local curriculum and may serve as a guide to take measures to correct them.With the aim of evaluating the efficacy of a new curriculum implemented in the Faculty of Medicine of Ribeirão Preto (University of São Paulo, Brazil), a yearly objective assessment of both cognitive and practical skills of undergraduate (sixth year) students was performed. All graduating student underwent a multiple-choice questions (MCQs) test and groups of 18-20 students were randomly assigned to OSCEs for either clinical (real and standardized patients) or procedure (manikins) skills. The average MCQs score for the students graduating in the new curriculum (63.1, SD = 8.9, n = 261) was significantly higher (p < 0.001) than for the previous curriculum (55.3, SD = 8.1, n = 222). Results for practical exams showed that the new curriculum was associated with significantly improved performance in five out of the six stations for procedure skills, but in only two of the 10 clinical skills stations. Final evaluation of graduating students revealed deficiencies in the local curriculum and may serve as a guide to take measures to correct them.

Análise do desempenho dos formandos em relação a objetivos educacionais da Faculdade de Medicina de Ribeirão Preto, Universidade de São Paulo, em duas estruturas curriculares distintas

OBJETIVO: Avaliar o impacto de reforma curricular no desempenho dos formandos em relacao a objetivos educacionais da Faculdade de Medicina de Ribeirao Preto da Universidade de Sao Paulo (FMRP-USP). METODOS: A avaliacao do grau de consecucao dos objetivos educacionais da FMRP-USP foi feita pela analise do desempenho dos graduandos, de duas estruturas curriculares diferentes, em provas de habilidades cognitivas, clinicas e psicomotoras, empregando tecnicas com validade e fidedignidade comprovadas - testes de multipla escolha (MCQ), avaliacao clinica objetivamente estruturada em estacoes (OSCE) e Problem Management Patient (PMP). Foram avaliados 222 estudantes nos tres ultimos anos da vigencia da estrutura curricular anterior e 261 nos tres primeiros anos da nova estrutura curricular. As mudancas mais significativas no curriculo foram: mudanca de enfoque de disciplinas para siste mas, com integracao parcial de conteudos, aumento das atividades de atencao primaria e ampliacao do periodo de internato, de um para dois anos. RESULTADOS: O desempenho dos formandos nos diferentes testes permitiu-nos estimar se 17 dos 36 objetivos intermediarios da instituicao estao sendo atingidos, em duas estruturas curriculares diferentes. CONCLUSAO: Os resultados indicam que a implantacao da atual estrutura curricular associou-se a aumento da aquisicao de conhecimentos nas areas mais gerais de atuacao medica e a melhora do desempenho pratico em habilidades clinicas fundamentais.

School Bonding of Adolescent Offenders

Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This study’s objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlanc’s Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This studys objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlancs Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.

Práticas avaliativas no ensino fundamental e cultura escolar

A Lei de Diretrizes e Bases da Educacao Nacional 9394/96, ao propor a organizacao do ensino em ciclos e o regime de progressao continuada, introduz importantes modificacoes na organizacao escolar e nas praticas de avaliacao adotadas nas escolas brasileiras. Nessa perspectiva, os objetivos desta pesquisa foram: investigar as praticas avaliativas que configuram a cultura e o ethos escolares e como esses valores fundamentam e orientam o trabalho pedagogico. Considerando os objetivos propostos, foi adotado referencial teorico-metodologico da pesquisa qualitativa. O estudo foi realizado em tres escolas de ensino fundamental da rede estadual paulista junto a professores, equipe pedagogica e direcao. Os resultados permitem concluir que ha predominância de praticas fundadas no sistema de ensino seriado. Foram observados valores associados a funcao seletiva da escola e movimentos de resistencia e ajustamento as novas medidas, como: remanejamentos informais de alunos, precariedade na formalizacao das avaliacoes.

Vinculação Escolar de Adolescentes em Conflito com a Lei

Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This study’s objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlanc’s Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This studys objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlancs Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.

Vinculación Escolar de Adolescentes Infractores de la Ley

Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This study’s objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlanc’s Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This studys objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlancs Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.

Assessment practices in elementary education and school culture

A Lei de Diretrizes e Bases da Educacao Nacional 9394/96, ao propor a organizacao do ensino em ciclos e o regime de progressao continuada, introduz importantes modificacoes na organizacao escolar e nas praticas de avaliacao adotadas nas escolas brasileiras. Nessa perspectiva, os objetivos desta pesquisa foram: investigar as praticas avaliativas que configuram a cultura e o ethos escolares e como esses valores fundamentam e orientam o trabalho pedagogico. Considerando os objetivos propostos, foi adotado referencial teorico-metodologico da pesquisa qualitativa. O estudo foi realizado em tres escolas de ensino fundamental da rede estadual paulista junto a professores, equipe pedagogica e direcao. Os resultados permitem concluir que ha predominância de praticas fundadas no sistema de ensino seriado. Foram observados valores associados a funcao seletiva da escola e movimentos de resistencia e ajustamento as novas medidas, como: remanejamentos informais de alunos, precariedade na formalizacao das avaliacoes.

Practicas de evaluación en la enseñanza y cultura escolar

A Lei de Diretrizes e Bases da Educacao Nacional 9394/96, ao propor a organizacao do ensino em ciclos e o regime de progressao continuada, introduz importantes modificacoes na organizacao escolar e nas praticas de avaliacao adotadas nas escolas brasileiras. Nessa perspectiva, os objetivos desta pesquisa foram: investigar as praticas avaliativas que configuram a cultura e o ethos escolares e como esses valores fundamentam e orientam o trabalho pedagogico. Considerando os objetivos propostos, foi adotado referencial teorico-metodologico da pesquisa qualitativa. O estudo foi realizado em tres escolas de ensino fundamental da rede estadual paulista junto a professores, equipe pedagogica e direcao. Os resultados permitem concluir que ha predominância de praticas fundadas no sistema de ensino seriado. Foram observados valores associados a funcao seletiva da escola e movimentos de resistencia e ajustamento as novas medidas, como: remanejamentos informais de alunos, precariedade na formalizacao das avaliacoes.