ABSTRACT
The medical course at the Federal University of São Carlos (UFSCar) has an innovative curriculum with active methodologies that give students a variety of possibilities for assessment in the practical field. Due to the challenge of evaluating student practice on a medical course with a competence-based curriculum, mechanisms were set up involving the classroom and the internet environment. National guidelines for medical courses were followed, as were standards set by international experts for essential elements in the evaluation of students in terms of their doctor-patient relationship. Student competencies must be assessed in fields of knowledge that range from the cognitive and affective to the psychomotor. The student activities ranged from medical practice with preceptors and contexts of different practical scenarios in different areas, to activities in the classroom, via a tutoring group with the teacher and the Virtual Learning Environment held on the Moodle Platform. All activities used as part of the students’ professional practice involved some degree of difficulty at the time of evaluation. An experiment performed (in part) in the Virtual Learning Environment is outlined as a model to stimulate the students’ clinical and epidemiological reasoning and assist teachers at the time of assessment. This study aims to show the construction of a proposal for the evaluation of professional practice among students in the third and fourth years of medical school guided by competence.
Medical Education; Evaluation; Professional Practice
