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Vantagens e desvantagens do exame multimédia em ORL
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Este estudo tem como objetivo analisar as vantagens e desvantagens do Exame Multimédia, adotado como método de avaliação na disciplina de Otorrinolaringologia da FMUL, comparativamente com outros métodos de avaliação aplicados em ensino médico, assim como inferir o grau de satisfação dos alunos para com o modelo de exame e as suas críticas ao mesmo. Na persecução destes objetivos, foi aplicado aos 363 alunos da disciplina de ORL da FMUL no ano letivo 2015/2016, um inquérito de satisfação referente ao Exame Multimédia, no período de 20 de Junho de 2016 e 14 de Outubro de 2016, via online. O inquérito consistia em 10 perguntas com 5 possibilidades de resposta (de 1 – discordo totalmente, a 5 – concordo totalmente) e em 3 perguntas abertas. A média mais alta regista (4,5) na questão “o facto de o exame ter sido realizado em modelo escolha múltipla agradou”, e a mais baixa (3,4) na questão “os vídeos e imagens deveriam ter melhor qualidade técnica”. O maior valor de desvio-padrão (1,30) revelou-se na pergunta “gostaria de ter tido acesso às perguntas simultaneamente em papel”, e o menor (0,72) na pergunta “o facto de o exam ter sido em modelo escolha múltipla agradou-me”. Concluímos que este é um método de avaliação válido e fiável, que fomenta uma aprendizagem mais próxima da realidade clínica, sendo que os alunos mostraram um elevado grau de satisfação relativamente ao exame multimédia em todas as suas dimensões, sugerindo a possibilidade de acesso à correção da prova e a melhoraria da qualidade dos vídeos e imagens.
This study aims to analyze the advantages and the disadvantages of the Multimedia Exam, adopted as method of assessment in the discipline of Otorhinolaringology at the FMUL, in comparison to other methods of assessment applied in medical education, as well as to infer the students' degree of satisfaction with the exam model and its criticisms of it. In pursuit of these objectives, a satisfaction survey regarding the Multimedia Examination was applied to the 363 students of the FML in the academic year 2015/2016, in the period of June 20, 2016 and October 14, 2016, online. The survey consisted of 10 questions with 5 possible answers (from 1 - totally disagree, to 5 - totally agree) and 3 open questions. The highest average (4.5) in the question "the fact that the examination was done in multiple choice model pleased me", and the lowest (3.4) in the question "videos and images should have better technical quality". The highest value of standard deviation (1.30) was revealed in the question "would like to have had access to questions simultaneously on paper", and the lowest (0.72) in the question "the fact that the exam was in model Multiple choice pleased me ". We conclude that this is a valid and reliable evaluation method, which fosters learning closer to clinical reality, and the students showed a high degree of satisfaction with the multimedia exam in all its dimensions, suggesting the possibility of feedback post examination and quality improvement of the videos and images.
This study aims to analyze the advantages and the disadvantages of the Multimedia Exam, adopted as method of assessment in the discipline of Otorhinolaringology at the FMUL, in comparison to other methods of assessment applied in medical education, as well as to infer the students' degree of satisfaction with the exam model and its criticisms of it. In pursuit of these objectives, a satisfaction survey regarding the Multimedia Examination was applied to the 363 students of the FML in the academic year 2015/2016, in the period of June 20, 2016 and October 14, 2016, online. The survey consisted of 10 questions with 5 possible answers (from 1 - totally disagree, to 5 - totally agree) and 3 open questions. The highest average (4.5) in the question "the fact that the examination was done in multiple choice model pleased me", and the lowest (3.4) in the question "videos and images should have better technical quality". The highest value of standard deviation (1.30) was revealed in the question "would like to have had access to questions simultaneously on paper", and the lowest (0.72) in the question "the fact that the exam was in model Multiple choice pleased me ". We conclude that this is a valid and reliable evaluation method, which fosters learning closer to clinical reality, and the students showed a high degree of satisfaction with the multimedia exam in all its dimensions, suggesting the possibility of feedback post examination and quality improvement of the videos and images.
Descrição
Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2017
Palavras-chave
Ensino médico Avaliação do ensino Avaliação de aprendizagem Exames Alunos Otorrinolaringologia