A prova prática-oral estruturada é comparável ao exame clínico objetivo estruturado na avaliação de micro-habilidades clínicas?

Palavras-chave: Educação médica, Avaliação educacional, Competência clínica

Resumo

A simulação tornou-se estratégia de ensino importante em cursos da área da Saúde. O exame clínico objetivo estruturado (OSCE) é considerado padrão ouro na avaliação de habilidades e competências em simulação, mas ele exige muitos recursos, dificultando sua realização frequente. O objetivo deste estudo foi comparar o OSCE com a prova prática-oral estruturada na avaliação de micro-habilidades clínicas. Foi realizada análise quasi-experimental com 21 estudantes de Medicina comparando os dois tipos de prova na avaliação de cinco habilidades obstétricas em ambiente simulado. Os discentes foram divididos em dois grupos. Na primeira fase, cada grupo realizou um tipo de prova. Após 3 semanas, eles realizaram as provas novamente de modo invertido. O tipo de prova (prova prática-oral estruturada ou OSCE) não influenciou a avaliação dos alunos (p>0,05), porém as notas foram mais elevadas (p<0,05) no segundo dia, independentemente do formato de exame, sugerindo efeito teste.

Downloads

Não há dados estatísticos.

Biografia do Autor

Flávia Soares de Matos, Universidade José do Rosário Vellano em Belo Horizonte (UNIFENAS/BH), Belo Horizonte, MG, Brasil.

Médica Pediatra. Mestre em Ensino em Saúde pela Universidade José do Rosário Vellano em Belo Horizonte (UNIFENAS/BH). Professora do Curso de Medicina da UNIFENAS em Belo Horizonte. Coordenadora do Laboratório de Simulação. Professora colaboradora do Mestrado Profissional em Ensino em Saúde – UNIFENAS/BH.

Antonio Toledo Jr, Universidade José do Rosário Vellano em Belo Horizonte (UNIFENAS/BH), Belo Horizonte, MG, Brasil.

Médico Infectologista. Mestre em Saúde Pública/Epidemiologia – UFMG (1998). Doutor em Medicina Tropical e Infectologia – UFTM (2008). Professor TI do Curso de Medicina da Universidade José do Rosário Vellano em Belo Horizonte (UNIFENAS/BH). Coordenador do Internato de Clínica Médica e do Programa de Pós-Graduação em Ensino em Saúde. Linhas de pesquisa: avaliação discente e de programas e inteligência emocional.

Referências

AL OMARI, Ahmad; SHAWAGFA, Zuhair M. New experience with objective structured clinical examination in Jordan. Rawal Medical Journal, v. 35, n. 1, p. 78-81, jan. 2010.

AL-ELQ, Abdulmohsen H. Medicine and Clinical Skills Laboratories. Journal of Family & Community Medicine, v. 14, n. 2, p. 59-63, maio 2007.

AMIRI, Marzieh; NICKBAKHT, Mansoureh. The Objective Structured Clinical Examination: A study on satisfaction of students, faculty members, and tutors. Life Science Journal, v. 9, n. 4, p. 4909-4911, dez. 2012.

ANASTAKIS, Dimitri J.; COHEN, Robert; REZNICK, Richard K. The Structured Oral Examination as a Method for Assessing Surgical Residents. American Journal of Surgery, New York, v. 162, n. 1, p. 67-70, jul. 1991.

BRAND, Hendrik S.; SCHOONHEIM-KLEIN, Meta. Is the OSCE more stressful? Examination anxiety and its consequences in different assessment methods in dental education. European Journal of Dental Education, Oxford, v. 13, n. 3, p. 147-153, set. 2009. DOI: http://dx.doi.org/10.1111/j.1600-0579.2008.00554.x.

BUTLER, Andrew C. Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying. Journal of Experimental Psychology: Learning, Memory and Cognition, Washington D.C., v. 36, n. 5, p. 1118-1133, set. 2010. DOI: https://doi.org/10.1037/a0019902.

DAVIS, Margery H. OSCE: The Dundee Experience. Medical Teacher, London, v. 25, n. 3, p. 255-261, maio 2003. DOI: http://dx.doi.org/10.1080/0142159031000100292.

DAVIS, Margery H.; KARUNATHILAKE, Indika. The Place of the Oral Examination in Today's Assessment Systems. Medical Teacher, London, v. 27, n. 4, p. 294-297, jun. 2005. DOI: http://dx.doi.org/10.1080/01421590500126437.

ELDER, Andrew. Clinical Skills Assessment in the Twenty First Century. Medical Clinics of North America, Philadelphia, v. 102, n. 3, p. 545-558, maio 2018. DOI: https://doi.org/10.1016/j.mcna.2017.12.014.

EPSTEIN, Ronald M. Assessment in Medical Education. New England Journal of Medicine, Boston, v. 356, n. 4, p. 387-396, jan. 2007.

GORMLEY, Gerry. Summative OSCEs in Undergraduate Medical Education. Ulster Medical Journal, Belfast, v. 80, n. 3, p. 127-132, set. 2011.

HARDEN, Ronald M. What Is an OSCE?. Medical Teacher, London. v. 10, n. 1, p. 19-22, 1988. DOI: https://doi.org/10.3109/01421598809019321.

HARDEN, Ronald M. Misconceptions and the OSCE. Medical Teacher, London, v. 37, n. 7, p. 608-610, jul. 2015. DOI: 10.3109/0142159X.2015.1042443.

HARDEN, Ronald M. Revisiting 'Assessment of Clinical Competence Using an Objective Structured Clinical Examination (Osce)'. Medical Education, Oxford, v. 50, n. 4, p. 376-379, abr. 2016. DOI: https://doi.org/10.1111/medu.12801.

HARDEN, Ronald M.; GLEESON, F. A. Assessment of Clinical Competence Using an Objective Structured Clinical Examination (OSCE). Medical Education, Oxford, v. 13, n. 1, p. 41-54, jan. 1979.

HARDEN, Ronald M et al. Assessment of Clinical Competence Using Objective Structured Examination. British Medical Journal, London, v. 1, n. 5955, p. 447-451, fev. 1975. DOI: https://dx.doi.org/10.1136%2Fbmj.1.5955.447.

HASHIM, Rizwan et al. Structured Viva as an Assessment Tool: Perceptions of Undergraduate Medical Students. Pakistan Armed Forces Medical Journal, v. 65, n. 1, p. 141-144, fev. 2015.

JAYAWICKRAMARAJAH, P. T. Oral Examinations in Medical Education. Medical Education, Oxford, v. 19, n. 4, p. 290-293, jul. 1985. DOI: https://doi.org/10.1111/j.1365-2923.1985.tb01323.x.

KHAN, Huma Musarrat; MIRZA, Taaha Muddassir. Perceptions of Oral Structured Examination: A Move from Subjectivity to Objectivity. Pakistan Armed Forces Medical Journal, v. 67, n. 1, p. 41-46, fev. 2017.

KHAN, Kamran Z. et al. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An Historical and Theoretical Perspective. Medical Teacher, London, v. 35, n. 9, p. e1437-1446, set. 2013b. DOI: https://doi.org/10.3109/0142159x.2013.818634.

KHAN, Kamran Z. et al. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher, London, v. 35, n. 9, p. e1447-1463, set. 2013a. DOI: https://doi.org/10.3109/0142159x.2013.818635.

KROMANN, Charles B.; JENSEN, Morten L.; RINGSTED, Charlotte. The Effect of Testing on Skills Learning. Medical Education, Oxford, v. 43, n. 1, p. 21-27, jan. 2009. DOI: https://doi.org/10.1111/j.1365-2923.2008.03245.x.

LEBLANC, Vicki. R.; BANDIERA, Glen W. The effects of examination stress on the performance of emergency medicine residents. Medical Education, Oxford, v. 41, n. 6, p. 556-564, jun. 2007. DOI: https://doi.org/10.1111/j.1365-2923.2007.02765.x.

LUNENFELD, Eitan et al. Assessment of Emergency Medicine: A Comparison of an Experimental Objective Structured Clinical Examination with a Practical Examination. Medical Education, Oxford, v. 25, n. 1, p. 38-44, jan. 1991. DOI: https://doi.org/10.1111/j.1365-2923.1991.tb00024.x.

MAJUMDER, Md Anwarul A. et al. An evaluative study of objective structured clinical examination (OSCE): students and examiners perspectives. Advances in Medical Education and Practice, Auckland, v. 10, p. 387-397, jun. 2019. DOI: https://dx.doi.org/10.2147%2FAMEP.S197275.

MATHEWS, Lulu; MENON, Janaki; MANI, N. S. Micro-OSCE for assessment of undergraduates. Indian Pediatrics, v. 41, p. 159-163, mar. 2004.

MEMON, Muhammed Ashraf; JOUGHIN, Gordon Rowland; MEMON, Breda. Oral Assessment and Postgraduate Medical Examinations: Establishing Conditions for Validity, Reliability and Fairness. Advances in Health Sciences Education: Theory and Practice, Boston, v. 15, n. 2, p. 277-289, maio 2010. DOI: https://doi.org/10.1007/s10459-008-9111-9.

MILLER, George E. The Assessment of Clinical Skills/Competence/Performance. Academic Medicine, Philadelphia, v. 65, n. 9 Supl., p. S63-67, set. 1990. DOI: https://doi.org/10.1097/00001888-199009000-00045.

MONDAL, Rakesh et al. Comparative analysis between Objective Structured Clinical Examination (OSCE) and Conventional Examination (CE) as a formative evaluation tool in Pediatrics in semester examination for final MBBS students. Kathmandu University Medical Journal, Kathmandu, v. 37, n. 1, p. 62-65, jan./mar. 2012. DOI: https://doi.org/10.3126/kumj.v10i1.6917.

PASTURA, Patrícia Souza Valle Cardoso; SANTORO-LOPES, Guilherme. O Aprendizado Melhorado Por Provas. Revista Brasileira de Educação Médica, Rio de Janeiro, v. 37, n. 3, p. 429-433, set. 2013. DOI: https://doi.org/10.1590/S0100-55022013000300015.

PIERRE, Russell et al. Student evaluation of an OSCE in paediatrics at the University of the West Indies, Jamaica. BMC Medical Education, London, v. 4, p. 22, 2004. DOI: https://dx.doi.org/10.1186%2F1472-6920-4-22.

RAZAVI, Seyyed M. et al. Station-Based Deconstructed Training Model for Teaching Procedural Skills to Medical Students: A Quasi-Experimental Study. Advances in Medical Education and Practice, Auckland, v. 1, p. 17-23, set. 2010. DOI: https://doi.org/10.2147/amep.s13750.

ROEDIGER, Henry L.; KARPICKE, Jeffrey D. Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, New York, v. 17, n. 3, p. 249-255, mar. 2006. DOI: https://doi.org/10.1111/j.1467-9280.2006.01693.x.

SMEE, Sydney. Skill Based Assessment. British Medical Journal, London, v. 326, n. 7391, p. 703-706, mar. 2003. DOI: https://doi.org/10.1136/bmj.326.7391.703.

THIESSEN, Nils; FISCHER, Martin; HUVENDIEK, Soren. Assessment methods in medical specialist assessments in the DACH region – overview, critical examination and recommendations for further development. GMS Journal for Medical Education, Erlangen, v. 36, n. 6, p. 1-23, 2019. DOI: https://dx.doi.org/10.3205%2Fzma001286.

TIJANI, Kehinde H. et al. A comparison of The Objective Structured Clinical Examination and the Traditional Oral Clinical Examination in a Nigerian University. Journal of the West African College of Surgeons, Lagos, v. 7, n. 3, p. 59-72, jul./set. 2017.

TRONCON, Luiz Ernesto. Clinical skills assessment: limitations to the introduction of an "OSCE" (Objective Structured Clinical Examination) in a traditional Brazilian medical school. São Paulo Medical Journal, São Paulo, v. 122, n. 1, p. 12‐17, 2004. DOI: https://doi.org/10.1590/S1516-31802004000100004.

VAN DER VLEUTEN, Cees P. et al. The Assessment of Professional Competence: Building Blocks for Theory Development. Best Practice & Research: Clinical Obstetrics & Gynaecology, Amsterdam, v. 24, n. 6, p. 703-719, dez. 2010. DOI: https://doi.org/10.1016/j.bpobgyn.2010.04.001.

WASS, Val et al. Assessment of Clinical Competence. Lancet, London, v. 357, n. 9260, p. 945-949, mar. 2001. DOI: https://doi.org/10.1016/s0140-6736(00)04221-5.

WASS, Val et al. Achieving Acceptable Reliability in Oral Examinations: An Analysis of the Royal College of General Practitioners Membership Examination's Oral Component. Medical Education, Oxford, v. 37, n. 2, p. 126-131, fev. 2003. DOI: https://doi.org/10.1046/j.1365-2923.2003.01417.x.

YOUNG, Ian et al. The benefits of a peer-assisted mock OSCE. The Clinical Teacher, Oxford, v. 11, n. 3, p. 214-218, jun. 2014. DOI: https://doi.org/10.1111/tct.12112.

Publicado
2020-09-15
Como Citar
MATOS, F. S. DE; TOLEDO JR, A. A prova prática-oral estruturada é comparável ao exame clínico objetivo estruturado na avaliação de micro-habilidades clínicas?. Revista Docência do Ensino Superior, v. 10, p. 1-21, 15 set. 2020.
Seção
Artigos