Análise descritiva dos resultados do teste de progresso de um consórcio de escolas de medicina em 2020.

Abstract

Progress tests are broadly used as instruments to evaluate learning in medical schools. Its importance has been increasingly highlighted, not only to assess the students acquisition of knowledge, but also to evaluate the curriculum of the faculties. This study aimed to describe the results of a progress test in a consortium of seven medical schools of the Northeast of Brazil in the year of 2020. The data were organized in sheets, where the number of participant students were calculated. We divided the participants both per school and semester. Afterwards, the students´ average score was calculated and presented both per school and per semester. A total number of 1031 students from seven medical schools performed the progress test. The number of students per school was: 401 from faculty 1; 157 from faculty 2; 116 from faculty 3; 157 from faculty 4; 43 from faculty 5; 89 from faculty 6; and 68 from faculty 7. There was 81 students from 1th semester; 97 from 2th semester; 74 from 3th semester; 101 from 4th semester; 111 from 5 th semester; 93 from 6th semester; 98 from 7th semester; 111 from 8th semester; 104 from 9 th semester; 70 from 10th semester; 61 from 11th semester; e 32 from 12th semester. The overall score was 57.33%. The 11th and 12th semester students presented the same score, 70.66% of correct answers, the highest among the group. The faculty with the highest number of participants was faculty 1. The faculty with the highest score was faculty 3, with a total of 68% correct answers. As may be found in previous studies, in this progress test the average score of students evolved increasingly from the 1st to the 12th semester of medical school (from 41.33% to 70.66%). As a limitation of the study, we highlight a lower sample than the studies found in literature, as well as a smaller number of test items. Further studies are needed to support the findings of this study