Teaching medical physiology in Brazil.

1992 ◽  
Vol 263 (6) ◽  
pp. S12 ◽  
Author(s):  
A B Bartoszeck
Keyword(s):  
Student Performance ◽  
Computer Simulations ◽  
Medical Schools ◽  
Graduate Degrees ◽  
Audiovisual Equipment ◽  
Local Results ◽  
Modular Instruction

An analysis of physiology teaching in Brazil is carried out based on data collected from a questionnaire sent to 78 medical schools. It investigates faculty graduate degrees, time spent on teaching, audiovisual equipment available, evaluation of student performance, books in current use, and areas of research. Local results as compared with those from an international sample have shown a preference for lectures and that large departments are more concerned with research, but changes are underway to introduce computer simulations and modular instruction as a means to improve teaching.

Learning physiology from cardiac surgery patients.

1998 ◽  
Vol 274 (6) ◽  
pp. S74
Author(s):  
S Nicol ◽  
C Narkowicz
Keyword(s):  
Cardiac Surgery ◽  
Computer Simulations ◽  
Clinical Data ◽  
Great Reduction ◽  
Animal Experiments ◽  
Medical Schools ◽  
Physiological Data ◽  
Video Clips ◽  
Computer Based

A number of pressures have led to a very great reduction or complete abandonment of the use of animals in the teaching of physiology in most medical schools. Often animal experiments have been replaced by computer simulations, but a simulation is only as good as the model or algorithm on which it is based and can never contain the depth of information or unpredictability displayed by real animals or patients. We used a computer-based system to collect cardiovascular data from patients instrumented for cardiac surgery, allowing students to "replay" an operation. These recordings were annotated with notes, diagrams and video clips, and a student workbook was written. The resulting package contained a wealth of physiological data and was perceived by students to be very clinically relevant. The very wealth of information, however, tended to overwhelm students, and so a series of introductory Computer tutorials were written to provide students with the background necessary to cope with the clinical data.

scholarly journals Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Ademir Garcia Reberti ◽  
Nayme Hechem Monfredini ◽  
Olavo Franco Ferreira Filho ◽  
Dalton Francisco de Andrade ◽  
Carlos Eduardo Andrade Pinheiro ◽  
...  
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Active Role ◽  
Medical Schools ◽  
Multiple Choice Questions ◽  
Progress Test ◽  
Advanced Search

Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

Pre-admission Grades And Student Performance: The Malaysian Medical School Experience

2012 ◽  
Vol 5 (3) ◽  
pp. 145
Author(s):  
Basir Abidin ◽  
Noor A Suliman ◽  
Salwa M Din ◽  
Norhafizah A Manan
Keyword(s):  
Medical School ◽  
Student Performance ◽  
Medical Schools ◽  
Natural Sciences ◽  
High Achievers ◽  
Grade Point ◽  
Common Assessments ◽  
Preclinical Phase ◽  
Medical Program ◽  
And Performance

Prior academic achievement is often considered the best predictor and therefore the preadmission criteria for highly competitive medical schools. Most studies that advocate this viewpoint analyzed cohorts based on results of a central examination taken by students who come from various pre-university setups and backgrounds. Far less is known about students who come from a common setup, sit for common assessments, and the effect on their achievement in medical schools. This study sets out to investigate the correlation and association of preadmission grades and various summative results during preclinical year medical program. The association of the whole group is investigated. The association of subgroups (low, intermediate, and high achievers) to preclinical achievement was also investigated to get insight about the consistency. As a group, the pre-university performance (especially in natural sciences) has moderate to high correlations to various results in preclinical phase. As subgroups: low achievers are less consistent and predictable; high achievers are best correlated to various results of preclinical phase; while intermediate achievers are in between. The cumulative grade point and performance in natural sciences in a common pre-university program can serve not only as a predictor of performance, but also as an indicator for consistency of performance in preclinical phase of medical programs. This information may be of use to medical school admission and selection committees.

scholarly journals Progress Test in Medical School: a Systematic Review of the Literature

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Ademir Garcia Reberti ◽  
Nayme Hechem Monfredini ◽  
Olavo Franco Ferreira Filho ◽  
Dalton Francisco de Andrade ◽  
Carlos Eduardo Andrade Pinheiro ◽  
...  
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Active Role ◽  
Medical Schools ◽  
Multiple Choice Questions ◽  
Progress Test ◽  
Advanced Search

Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

scholarly journals Current State of the Medical Student Performance Evaluation: A Tool for Reflection for Residency Programs

2021 ◽  
Vol 13 (4) ◽  
pp. 576-580
Author(s):  
Judith M. Brenner ◽  
Jeffrey B. Bird ◽  
Jason Brenner ◽  
David Orner ◽  
Karen Friedman
Keyword(s):  
Performance Evaluation ◽  
Medical Student ◽  
Student Performance ◽  
Numerical Data ◽  
Medical Schools ◽  
Comparative Performance ◽  
Residency Programs ◽  
Medical Education Program ◽  
Extreme Variability ◽  
Reported Data

ABSTRACT Background The Medical Student Performance Evaluation (MSPE) provides important information to residency programs. Despite recent recommendations for standardization, it is not clear how much variation exists in MSPE content among schools. Objectives We describe the current section content of the MSPE in US allopathic medical schools, with a particular focus on variations in the presentation of student performance. Methods A representative MSPE was obtained from 95.3% (143 of 150) of allopathic US medical schools through residency applications to the Zucker School of Medicine at Hofstra/Northwell in select programs for the 2019–2020 academic year. A manual data abstraction tool was piloted in 2018–2019. After training, it was used to code all portions of the MSPE in this study. The results were analyzed, and descriptive statistics were reported. Results In preclinical years, 30.8% of MSPEs reported data regarding performance of students beyond achieving “passes” in a pass/fail curriculum. Only half referenced performance in the fourth year including electives, acting internships, or both. About two-thirds of schools included an overall descriptor of comparative performance in the final paragraph. Among these schools, a majority provided adjectives such as “outstanding/excellent/very good/good,” while one-quarter reported numerical data categories. Regarding clerkship grades, there were numerous nomenclature systems used. Conclusions This analysis demonstrates the existence of extreme variability in the content of MSPEs submitted by US allopathic medical schools in the 2019–2020 cycle, including the components and nomenclature of grades and descriptors of comparative performance, display of data, and inclusion of data across all years of the medical education program.

Sign in / Sign up

Export Citation Format

Share Document