Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective

• Published in: Revista brasileira de educação médica 2020, Vol.44 (4)
• Main Authors: Miranda, Guilherme Roberto Naves, Pessoa, Tályta Freitas, Marco, Lilian Bianca Miller Martelo de, Borges, Arthur Carlos Bernardes, Neves, Breno Lima Silva, Miotto, Igor Alves, Ribeiro, Matheus Alves Pedroso, Lorenzon, Luiza Engel, Marques, Maira Vilagra
• Format: Article
• Language: eng ; por
• Subjects: Educational Measurement; Feedback; HEALTH CARE SCIENCES & SERVICES; Medical Education
• ISSN: 0100-5502; 1981-5271; 1981-5271
• DOI: 10.1590/1981-5271v44.4-20190324.ing

Introduction: This present study assesses the use of the feedback mechanism in the formative assessment during medical training, considering this instrument is of great importance for this training stimulation, which is based on active teaching methodologies. The study aims to characterize the application of this tool and to identify possible failures in its application in the daily routine of the PINESC module in the Anhanguera University (Uniderp) medical course. Method: This is a quantitative, sectional research, including students from the first to the eighth semesters of the medical course, attending the PINESC longitudinal module. In the data collection, a questionnaire was used with questions related to the formative assessment performed by the preceptors, which is reported to the students according to the sample calculation. The feedback is the core activity of the formative assessment and allows the development of reflective and self-evaluation capacities and the development of skills. However, the use of feedback still faces barriers, mainly due to the difficulty of the evaluators in listing negative points and capabilities of the evaluated individuals. Result: In this study, some shortcomings and positive points were reported regarding the application process of this tool, listing and suggesting improvements for a better use of feedback and thus a more favorable academic achievement. Conclusion: In conclusion, as the basis of formative evaluation, the feedback still shows many weaknesses regarding its form and application. Resumo: Introdução: Este trabalho aborda a utilização do mecanismo de feedback na avaliação formativa durante a formação médica, visto que esse instrumento é de grande importância para o estímulo dessa formação que se pauta pelas metodologias ativas de ensino. O estudo tem como objetivos caracterizar a aplicação dessa ferramenta e identificar possíveis falhas na utilização dela no cotidiano do módulo Pinesc, no curso de Medicina da Universidade Anhanguera (Uniderp). Método: Trata-se de uma pesquisa quantitativa e seccional que abrange alunos do primeiro ao oitavo semestre inseridos no módulo longitudinal Pinesc. Na coleta dos dados, utilizou-se um questionário com perguntas relativas à avaliação formativa que é realizada pelos preceptores, o qual é repassado aos acadêmicos de acordo com o cálculo de amostragem. O feedback é a atividade central da avaliação formativa e possibilita o desenvolvimento da capacidade reflexiva e aut