Keywords
learning assessment
Health education
Active learning
Medical education
How to Cite
Abstract
To ensure that assessments are consistent with curriculum content and address valid learning outcomes, it is important that they are developed according to a well-structured plan. This experience report presents the use of the blueprint as a guidance tool in
the elaboration of evaluations in the Medicine course at PUCSP. To qualify the students’ assessment process, the blueprint
was adopted as a tool to diagram the elaboration of summative assessments, comparing each assessment question to the
learning objectives of the module that would be assessed. From this instrument, it was possible to verify whether a content was
overestimated or underestimated and, depending on the result, the composition of the test can be resumed until a balanced
test is obtained. This dynamic required the active participation of professors, strengthening collaborative work and resulting in
better quality documentation and a more organized record of the evaluation process. These results emphasized the fulfillment of the learning objectives and also influenced other activities foreseen in the curriculum. The wealth of experience provided by the adoption of the blueprint has proven its relevance and demonstrated that its use must be continuously maintained and refined.
References
Farias PAM, Martin ALA, Cristo CS. Aprendizagem ativa na educação em saúde: percurso histórico e aplicações. Revista Brasileira de Educação. 2015;29(1): 143-158.
Peçanha MP, Toledo MT. Metodologias ativas de ensino e aprendizagem. In: Schliemann AL, Antonio JL. Metodologias Ativas na UNISO: Formando cidadãos participativos. Sorocaba : EDUNISO; 2016. p.48.
Troncon LEA. Estruturação de Sistemas para Avaliação Programática do Estudante de Medicina. Revista Brasileira de Educação Médica [Internet]. 2016 [acesso em 5 jun 2022];40(1): 30-42. Disponível em: <https://doi.org/10.1590/1981-52712015v40n1e01392015>. ISSN 1981-5271.
Ismail MAA, Mat MNP, Mohammad JAM, Yusoff MSB. Seven steps to construct an assessment blueprint: a practical guide. Education in Medicine Journal. 2020;12(1): 71– 80. https://doi.org/10.21315/eimj2020.12.1.8
Raymond MR, Grande JP. A practical guide to test blueprinting, Medical Teacher [Internet]. 2019[acesso em 10 set 2021];41:854-861. Doi: https://doi.org/10.1080/0142159X.2019.1595556
Pontifícia Universidade Católica de São Paulo. Faculdade de Ciências Médicas e da Saúde. Projeto Pedagógico do Curso de Medicina da Sorocaba. São Paulo: PUCSP; 2018.
National Board of Medical Examiners, Test Blueprinting I: Selecting an Assessment Method [Internet]. 2019 [acesso em 15 jun 2022] Disponível em : https://www.nbme.org/sites/default/files/2020-01/Test-Blueprinting-Lesson-1.pdf
Armstrong P. Bloom's Taxonomy. Vanderbilt University Center for Teaching [Internet]. 2010 [acesso em 16 jun 2022]. Disponível em: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Hauer KE, Boscardin C, Brenner JM, Schaik SM, & Papp KK (2020). Twelve tips for assessing medical knowledge with open-ended questions: Designing constructed response examinations in medical education, Medical Teacher [Internet]. 2020;42(8):880-885. DOI:10.1080/0142159X.2019.1629404
Mookherjee S, Chang A, Boscardin CK, Hauer KE. How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments. Med Teach. 2013;35:883-890.
Patil SY, Gosavi M, Bannur HB, Ratnakar A. Blueprinting in assessment: A tool to increase the validity of undergraduate written examinations in pathology. Int J Appl Basic Med Res [Internet]. 2015 [acesso em 16 jun 2020];5(1):S76-S79.
doi:10.4103/2229-516X.162286
Kaur M, Kurmi N, Chauhan S, Singhal A, Sharma S, Chaudhary S. Blueprinting for assessment in undergraduate medical physiology curriculum. Indian J Physiol Pharmacol. 2021;65(1):60-5.
Millman J, Greene J. The specification and development of tests of achievement and ability. Linn RL, editor. Educational measurement. 3. ed. New York: Macmillan; 1989.p. 13–103.
Raymond MR. Job analysis, practice analysis, and the content of credentialing examinations. Lane S, Raymond MR, Haladyna TM, editores. Handbook of test development. 2 ed. New York: Routledge; 2016.
Brasil. Ministério da Educação. Conselho Nacional de Educação. Câmara de Educação Superior. Resolução CNE/CES nº 3, de 20 de junho de 2014. Institui diretrizes curriculares nacionais do curso de graduação em Medicina. Diário Oficial da União. 23
jun 2014; Seção 1:8-11.
Harden RM. Learning outcomes and instructional objectives: is there a difference? Med Teach.2002;24:151–155.
Hamdy H. Blueprinting for the assessment of health care professionals. Arabian Gulf University, Kingdom of Bahrain. The Clinical Teacher. 2006; 3: 175–179
Anastasiou LGC. Avaliação, ensino e aprendizagem: anotações para um começo de conversa [Internet]. [acesso em 16 jun 2022]. Disponível em: http://www.uel.br/graduacao/odontologia/portal/pages/arquivos/NDE/AVALIA%C3%87%C3%83O,%20ENSINO%20E%20
APRENDIZAGEM.pdf
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2023 Marcela Pellegrini Peçanha, Ana Lúcia Cabulon, Débora Aparecida Rodrigueiro, Marta Wey Vieira
Downloads
Metrics
