SciELO - Scientific Electronic Library Online

 
vol.35 issue4Scientific production about health teaching: a study into brazilian journalsA synthetic three-dimensional pelvic model as an effective didactic tool compared to cadaveric pelvis author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Revista Brasileira de Educação Médica

Print version ISSN 0100-5502

Abstract

SAKAI, Marcia Hiromi; FERREIRA FILHO, Olavo Franco  and  MATSUO, Tiemi. Assessment of the cognitive growth of the Medicine student: applying the equalization test to the Progress Test. Rev. bras. educ. med. [online]. 2011, vol.35, n.4, pp. 493-501. ISSN 0100-5502.  http://dx.doi.org/10.1590/S0100-55022011000400008.

Cognitive development is usually assessed by applying objective tests, and the Progress Test (TP-MEd) is one of method used by medical schools. The results can be compared through test equalization. This study assessed the cognitive growth of medicine students at a state university by analysing the TPMed tests in the period of 2004 to 2007, using equalization to estimate student progress during the course. The methodology used was action research. Moreover, Classical Test Theory (CTT) and Item Response Theory (IRT) were applied as test equalization methods and, non-equivalent group with anchor test design. It was found 36.9% and 64.4% score in the first and sixth series, respectively. The results were based on psychometric analysis and CTT test equalization was applied, due to IRT being impossible to apply. Cronbach's alpha demonstrated displayed high internal consistency of the tests and the indices of difficulty and item discrimination showed good level of the question. Cognitive growth of medical students was evident in all TPMeds.

Keywords : Evaluation; Medical Education; Progress Testing; Psychometrics; Educational Measurement.

        · abstract in Portuguese     · text in Portuguese     · pdf in Portuguese