Bestetti Reinaldo B, Couto Lucélio B, Restini Carolina Ba, Faria Milton, Romão Gustavo S
Department of Medicine, UNAERP Medical School, University of Ribeirão Preto, Ribeirão Preto, Brazil.
Adv Med Educ Pract. 2017 Feb 27;8:181-187. doi: 10.2147/AMEP.S125247. eCollection 2017.
In our context, problem-based learning is not used in the preuniversity environment. Consequently, students have a great deal of difficulty adapting to this method, particularly regarding self-study before the reporting phase of a tutorial session. Accordingly, the aim of this study was to assess if the application of an assessment test (multiple choice questions) before the reporting phase of a tutorial session would improve the academic achievement of students at the preclinical stage of our medical course.
A test consisting of five multiple choice questions, prepared by tutors of the module at hand and related to the problem-solving process of each tutorial session, was applied following the self-study phase and immediately before the reporting phase of all tutorial sessions. The questions were based on the previously established student learning goals. The assessment was applied to all modules from the fifth to the eighth semesters. The final scores achieved by students in the end-of-module tests were compared.
Overall, the mean test score was 65.2±0.7% before and 68.0±0.7% after the introduction of an assessment test before the reporting phase (<0.05). Students in the sixth semester scored 67.6±1.6% compared to 63.9±2.2% when they were in the fifth semester (<0.05). Students in the seventh semester achieved a similar score to their sixth semester score (64.6±2.6% vs 63.3±2%, respectively, >0.05). Students in the eighth semester scored 71.8±2.3% compared to 70±2% when they were in the seventh semester (>0.05).
In our medical course, the application of an assessment test (a multiple choice test) before the reporting phase of the problem-based learning tutorial process increases the overall academic achievement of students, especially of those in the sixth semester in comparison with when they were in the fifth semester.
在我们的教学环境中，基于问题的学习在大学预科阶段并未使用。因此，学生在适应这种方法时存在很大困难，尤其是在辅导课程汇报阶段之前的自学方面。相应地，本研究的目的是评估在辅导课程汇报阶段之前应用评估测试（多项选择题）是否会提高我们医学课程临床前阶段学生的学业成绩。
在所有辅导课程的自学阶段之后且汇报阶段之前，应用由相关模块的导师准备的、包含五个多项选择题且与每个辅导课程的问题解决过程相关的测试。这些问题基于先前确定的学生学习目标。该评估应用于第五至第八学期的所有模块。比较了学生在模块期末测试中取得的最终成绩。
总体而言，在汇报阶段之前引入评估测试之前，平均测试成绩为65.2±0.7%，之后为68.0±0.7%（P<0.05）。第六学期的学生成绩为67.6±1.6%，而第五学期为63.9±2.2%（P<0.05）。第七学期的学生成绩与第六学期相似（分别为64.6±2.6%和63.3±2%，P>0.05）。第八学期的学生成绩为71.8±2.3%，而第七学期为70±2%（P>0.05）。
在我们的医学课程中，在基于问题的学习辅导过程的汇报阶段之前应用评估测试（多项选择测试）可提高学生的总体学业成绩，特别是与第五学期相比，第六学期学生成绩提高明显。
