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Este relato de caso teve como objetivo avaliar o desempenho de graduandos em Medicina Veterinária da Universidade de São Paulo na disciplina de Inspeção Sanitária dos Produtos de Origem Animal quando da aplicação de novas metodologias de estruturação, desenvolvimento e avaliação de conteúdos organizados por assuntos, em blocos. Ao final de cada bloco foi feita uma prova teste de múltipla escolha. A amostra deste estudo foi formada por 335 alunos do 9º semestre de medicina veterinária entre os anos 2017, 2018, 2019 e 2020. Foram utilizadas análise estatística descritiva e multivariada (teste t) dos dados. Constatou-se que houve aumento das notas finais entre os anos de 2018, 2019 e 2020 em relação ao ano de 2017, quando ainda não se utilizava esta abordagem. O resultado do teste t foi de t = 1,12-24 (2017-2018), t = 2,06-15 (2017-2019) e t = 6,55-15 (2017-2020), com p<0,05, evidenciando diferença estatística entre as médias das notas dos alunos de 2017, 2018, 2019 e 2020. Concluiu-se que a organização dos conteúdos em blocos e a aplicação de avaliação permitiu a melhoria de desempenho dos estudantes na disciplina.(AU)

This case report aimed to evaluate the performance of undergraduate students in Veterinary Medicine at the University of São Paulo in the discipline of Sanitary Inspection of Products of Animal Origin when applying new methodologies for structuring, developing and evaluating content organized by block subjects. At the end of each block, a multiple-choice test was performed. The sample of this study was formed by 335 students from the 9th semester of veterinary medicine between the years 2017, 2018, 2019 and 2020. Descriptive and multivariate statistical analysis (t test) of the data was used. It was found that there was an increase in the final grades between the years 2018, 2019 and 2020 compared to the year 2017, when this approach was not yet used. The result of the t test was t = 1,12-24 (2017-2018), t = 2,06-15 (2017-2019) and t = 6,55-15 (2017-2020), with p<0,05, showing a statistical difference between the average grades of students in 2017, 2018, 2019 and 2020. It was concluded that the organization of the contents in blocks and the evaluation application allowed the improvement of students' performance in the discipline.(AU)

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RESUMO

Summative and formative assessments are two overlapping complementary ways of assessing student progress in regional anatomy teaching and learning. Our present study was designed to create a new holistic assessment system that embraces both summative and formative assessments, and evaluate its impacts on student performance of regional anatomy. A collection of five formative assessment tests were designed and introduced into the teaching process of regional anatomy, and their performances were combined with scores of the summative assessment taken at the end of the semester to form the holistic assessment. And an anonymous survey was conducted to gather student perceptions regarding the assessments. We found, compared to summative assessment scores, students' overall average points are higher by 4.67 points (P<0.05) and 9.23 points (P<0.01) when evaluated by the holistic and formative assessment; formative assessment scores are positively correlated to summative assessment scores, and the Pearson correlation is 0.624. Questionaire investigation showed 57.65 % of the students wishes to be assessed by the holistic assessmen, and 97.9 % of the students think that the holistic assessment can promote the frequency of student-teacher communication, which helps them form the right learning attitude and improve the performance. The results indicated that holistic assessment is a more reflective and practical approach of evaluating student performance in regional anatomy teaching, which can increase studentteacher communication and enhance the self-directed learning among students.

Las evaluaciones sumativas y formativas son dos formas complementarias superpuestas de evaluar el progreso de los estudiantes en la enseñanza y el aprendizaje de la anatomía regional. El presente estudio fue diseñado para crear un sistema nuevo de evaluación integral que abarque tanto las evaluaciones sumativas como las formativas, y evalúe sus impactos en el rendimiento de los estudiantes de la anatomía regional. Se diseñó e introdujo una colección de cinco pruebas de evaluación formativa en el proceso de enseñanza de la anatomía regional, y sus desempeños se combinaron con los puntajes de la evaluación sumativa tomada al final del semestre para formar la evaluación holística. Además, se realizó una encuesta anónima para recopilar las percepciones de los estudiantes con respecto a las evaluaciones. Encontramos que, en comparación con los puntajes de la evaluación sumativa, los puntos promedio generales de los estudiantes son más altos en 4,67 puntos (P <0,05) y 9,23 puntos (P <0,01) cuando se evalúan mediante la evaluación holística y formativa; los puntajes de las evaluaciones formativas se correlacionan positivamente con los puntajes de las evaluaciones sumativas, y la correlación de Pearson es 0,624. La investigación del cuestionario mostró que el 57,65 % de los estudiantes desea ser evaluado por los evaluadores holísticos, y el 97,9 % de los estudiantes piensa que la evaluación holística puede promover la frecuencia de la comunicación entre estudiantes y maestros, útil para formar una actitud correcta de aprendizaje y mejorar el rendimiento. Los resultados indicaron que la evaluación holística es un enfoque más reflexivo y práctico para evaluar el desempeño de los estudiantes en la enseñanza de anatomía regional, lo que puede aumentar la comunicación entre estudiantes y maestros y mejorar el aprendizaje autodirigido entre los estudiantes.

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OBJECTIVE: To evaluate the quality of the Mexican Board of Pediatric Surgery (MBPS) certifying system, using contemporary international guidelines. DESIGN: Retrospective assessment of evidence collected during the design and implementation processes of 2 consecutive applications of the MBPS certifying examination, using Cizek's checklist for evaluating credential-testing programs. It includes the relevant guidelines from the American Education Research Association, the American Psychological Association, the National Council on Measurement in Education, and the National Commission for Certifying Agencies. Four independent and previously trained raters used the checklist. They underwent a 2-week training using frame-of-reference and performance dimensions methodologies. SETTING: Certification examinations of MBPS. POPULATION: The 2013 and 2014 MBPS certification examinations, with 111 evidence items of the processes, followed for the assessment of 86 examinees. RESULTS: The checklist internal consistency was 0.89. Absolute interrater agreement was 0.34 for the 2013 and 0.66 for the 2014 editions of the examination. The 2013 examination complied with 55 (64%) of the checklist 86 items, in 2014 with 72 (84%). CONCLUSION: In 2014, the certifying system reached a quality of 84%. For optimal fulfillment of its social responsibility, the MBPS is required to maintain its level of quality and attempt to improve its performance.

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