Avaliação formativa no internato de medicina

Abstract

Introduction: Formative assessment is an active process in professional training, as it involves the appropriation of knowledge, attributing meaning. Objective: To understand the formative evaluation process in the internship of the graduation course in medicine at the Federal University of Rio Grande do Norte. Method: This is an observational research with a quantitative approach. A questionnaire was applied to teachers and another to students, from June to December 2021, with open and closed questions about the use of formative evaluation. Results: A digital narrative containing a checklist on formative assessment was designed, as a product of the master's degree, to guide faculty and students on its use. 27 professors and 79 students participated in the research. Teachers and students have different perceptions about carrying out formative assessment, objectives, methods and instruments used. Teachers have a more positive perception of their students, 51.9% of them attribute a high score (8-10) to the use of formative assessment, while a lot is attributed to 41.7% of 5th year students and 35.5 % of 6th grade students. Likewise in relation to defining the learning objectives, where 70.4% of the teachers attributed a lot, while only 25% and 16.1% respectively of the 5th and 6th year recognize that they are presented to these. Professors and students also have different perceptions in relation to feedback and the use of ICTs in formative assessment, because while 70.4% attributed a lot to the feedback, only 27.1% and 16.1% of the 5th and 6th interns, respectively, scored highly for feedback. The use of ICTs was perceived as reasonable (3-7) by 44.4% of the professors and very much by most students. Discussion of cases was the method most recognized by both. Conclusion: Knowledge about the development path of formative assessment in medical internship makes it possible to improve the process and build new projects. Teachers and students identified opportunities for improvement, which demand teacher development.