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Revista Brasileira de Educação Médica
Print version ISSN 0100-5502
DOMINGUES, Rosângela Curvo Leite et al. Clinical competence of medical students during clinical clerkship: a comparison of evaluation methods. Rev. bras. educ. med. [online]. 2010, vol.34, n.1, pp. 124-131. ISSN 0100-5502. http://dx.doi.org/10.1590/S0100-55022010000100015.
OBJECTIVE: The objective was to compare four evaluation methods based on the grades received by fourth-year medical students in their clinical clerkship. METHOD: At the completion of the clinical clerkship in Obstetrics and Gynecology, Internal Medicine, and Pediatrics in primary care clinics, 106 fourth-year students were evaluated based on four methods, on a scale from 1 to 10: multiple-choice questions (MCQs), portfolio (P), real-case structured clinical assessment (RC-SCA), and global itemized rating (GIR). Statistical analysis used Cronbach alpha, Wilcoxon paired test, Pearson correlation coefficient, principal components analysis, and Euclidian distance. RESULTS: The lowest median scores were for MCQs and the highest for RC-SCA. The distribution of scores for all pairs of methods showed significant differences (P < 0,001). Agreement was strongest and highest between RC-SCA and GIR. Principal components analysis contrasted MCQs and P scores with those for RC-SCA and GIR. CONCLUSION: The various methods focused on different aspects of the expected clinical skills. RC-SCA and GIR appear to evaluate different skills as compared to P and MCQs. Thus, no method should be used alone to evaluate medical students in clinical clerkships.
Keywords : Evaluation Methods; Clinical Competence; Clinical Clerkship; Medical Education.