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Three misconceptions in medical education: student evaluation of teaching, curricular repetition, and assessment objectivity

2025Artigo científico Acesso aberto
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dc.contributor.authorHanscheid, Thomas
dc.contributor.authorValadas, Emília
dc.contributor.authorCosta, João
dc.date.accessioned2025-07-28T13:10:35Z
dc.date.available2025-07-28T13:10:35Z
dc.date.issued2025
dc.description© Sociedade de Ciências Médicas de Lisboapt_PT
dc.description.abstractThree widely held assumptions in medical education may inadvertently hinder effective learning. First, student evaluations of teaching (SETs) are often treated as proxies for educational quality, yet they are shaped by factors unrelated to actual learning and provide limited actionable insight. Second, repetition in the curriculum is frequently dismissed as poor design rather than recognised as essential for mastery, reinforcing knowledge, developing fluency, and enabling long-term retention. Third, the overemphasis on objectivity in assessment, exemplified by multiple-choice questions (MCQs) and objective structured clinical examinations (OSCEs), may obscure important dimensions of clinical reasoning and are weak predictors of real-world clinical competence. Reconsidering these three assumptions may help realign educational strategies with their central goal: preparing students to become competent, reflective, and effective physicians.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationJ Soc Cienc Med Lisb. 2025;169(2): 12-14pt_PT
dc.identifier.doi10.57849/ulisboa.fm.jscml.0000015.2025pt_PT
dc.identifier.issn0304-4769
dc.identifier.urihttp://hdl.handle.net/10400.5/102466
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherSociedade das Ciências Médicas de Lisboapt_PT
dc.relation.publisherversionhttps://jscmed.com/index.php/jscmed/indexpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/pt_PT
dc.subjectMedical educationpt_PT
dc.subjectMythspt_PT
dc.subjectRepetitionpt_PT
dc.subjectStudent evaluation of teachingpt_PT
dc.subjectObjectivitypt_PT
dc.titleThree misconceptions in medical education: student evaluation of teaching, curricular repetition, and assessment objectivitypt_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.endPage14pt_PT
oaire.citation.issue2pt_PT
oaire.citation.startPage12pt_PT
oaire.citation.titleJornal da Sociedade de Ciências Médicas de Lisboapt_PT
oaire.citation.volume169pt_PT
person.familyNameHanscheid
person.familyNameValadas
person.familyNameCosta
person.givenNameThomas
person.givenNameEmília
person.givenNameJoão
person.identifier480560
person.identifier.orcid0000-0001-6353-9132
person.identifier.orcid0000-0001-5213-1473
person.identifier.orcid0000-0002-5831-4921
person.identifier.scopus-author-id7004266513
person.identifier.scopus-author-id6603593138
person.identifier.scopus-author-id55499748300
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication2fcee295-6474-439a-85af-fb3397f771df
relation.isAuthorOfPublication5eb6f5fc-a01f-4938-832e-bad672e8c877
relation.isAuthorOfPublication0924f405-2d3a-4914-9097-24aa639bd97f
relation.isAuthorOfPublication.latestForDiscovery2fcee295-6474-439a-85af-fb3397f771df

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