Estrategias de evaluación en aprendizaje activo en la educación superior en salud: revisión integrativa

Lemes, Monike Alves; Marin, Maria José Sanches; Lazarini, Carlos Alberto; Bocchi, Silvia Cristina Mangini; Higa, Elza de Fátima Ribeiro

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Brasil

Revista Brasileira de Enfermagem

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Brasil

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Sumário

REVIEW • Rev. Bras. Enferm. 74 (2) • 2021 • https://doi.org/10.1590/0034-7167-2020-1055 copiar

Estrategias de evaluación en aprendizaje activo en la educación superior en salud: revisión integrativa

Autoría SCIMAGO INSTITUTIONS RANKINGS

RESUMEN

Objetivos:

analizar evidencias científicas sobre estrategias de evaluación en métodos de aprendizaje activo en graduación en salud.

Métodos:

revisión integrativa de literatura en las bases de datos Medical Literature Analysis and Retrieval System Online, Literatura Latinoamericana y de Caribe en Ciencias de Salud, Base de Datos de Enfermería, Scopus, Web of Science y Education Resources Information Center.

Resultados:

utilizaron diferentes estrategias de evaluación: Presentación de seminarios, Autoevaluación, Evaluación del desempeño del estudiante en tutoría Tutotest-Lite, Evaluación de pares, Escala de Autoevaluación en Aprendizaje Activo y Pensamiento Crítico, Examen Clínico Objetivo y Estructurado, Portafolio, Cuestiones de Divulgación Progresiva, Cuestiones Discursivas Cambiadas, Prueba de Progresión, Prueba discursiva, Prueba objetiva, Verificaciones Inmediatas de Aprendizaje, Resolución de caso clínico y Test acumulativo.

Consideraciones Finales:

las estrategias de evaluación en el aprendizaje activo utilizadas en combinación, visando al desarrollo afectivo, cognitivo y psicomotor del estudiante. Aún, serían necesarios estudios con mayor poder de evidencia científica.

Descriptores:
Aprendizaje; Aprendizaje Basada en Problemas; Evaluación Educacional; Educación Superior; Revisión

Title	Year/Country	Type of study/Level of evidence	Teaching method/Course	Evaluation strategies
How to develop a competency-based examination blueprint for longitudinal standardized patient clinical skills assessments⁽¹⁹19 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(11):883-90. https://doi.org/10.3109/0142159X.2013.809408 https://doi.org/10.3109/0142159X.2013.80... ⁾	2013/ United States	Longitudinal study/ III	Active learning/ Medicine	Objective and Structured Clinical Examination, formative
New virtual case-based assessment method for decision making in undergraduate students: a scale development and validation⁽²⁰20 Klemenc-Ketis Z, Kersnik J. New virtual case-based assessment method for decision making in undergraduate students: a scale development and validation. BMC Med Educ. 2013;13:160. https://doi.org/10.1186/1472-6920-13-160 https://doi.org/10.1186/1472-6920-13-160... ⁾	2013/ Slovenia	Observational cross-sectional study/ IV	Case based discussion/ Medicine	Real clinical case resolution on online platform
Multiple tutorial-based assessments: a generalizability study⁽²¹21 St-Onge C, Frenette E, Côté DJ, De Champlain A. Multiple tutorial-based assessments: A generalizability study. BMC Medical Education. 2014;14:30. https://doi.org/10.1186/1472-6920-14-30 https://doi.org/10.1186/1472-6920-14-30... ⁾	2014/ Canada	Quantitative study/ V	Problem-Based Learning/Medicine	Tutotest-Lite, summative
Uso del portafolio en la formación pré-clínica del graduando en odontologia ⁽ ²²22 Guerra CM. Uso del portafolio en la formación preclínica del graduando en odontología. Rev Fund Educ Méd. 2014;17(4):229-37. https://doi.org/10.4321/S2014-98322014000400009 https://doi.org/10.4321/S2014-9832201400... ⁾	2014/ Argentina	Research-action/ III	Collaborative Learning/ Dentistry	Portfolio
Enhancing students' learning in problem based learning: Validation of a self-assessment scale for active learning and critical thinking⁽²³23 Khoiriyah U, Roberts C, Jorm C, Van Der Vleuten CPM. Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking. BMC Med Educ. 2015;15:140. https://doi.org/10.1186/s12909-015-0422-2 https://doi.org/10.1186/s12909-015-0422-... ⁾	2015/ Indonesia	Mixed method for scale development/ IV	Problem-Based Learning/Medicine	Scale of Self-evaluation in Active Learning and Critical Thinking
Evaluation of the effectiveness of progressive disclosure questions as an assessment tool for knowledge and skills in a problem based learning setting among third year medical students at the University of the West Indies, Trinidad and Tobago⁽²⁴24 Vuma S, Sa B. Evaluation of the effectiveness of progressive disclosure questions as an assessment tool for knowledge and skills in a problem based learning setting among third year medical students at the University of the West Indies, Trinidad and Tobago. BMC Res Notes. 2015;8:673. https://doi.org/10.1186/s13104-015-1603-0 https://doi.org/10.1186/s13104-015-1603-... ⁾	2015/ Trindade and Tobago	Descriptive analysis/ IV	Problem-Based Learning/Medicine	Progressive Disclosure Questions/ Modified Dissertation Questions
Multiple assessments for continuous learning: experience reporting⁽²⁵25 Sette-de-Souza PH, Silva ACB. Avaliações múltiplas para o aprendizado contínuo: relato de experiência. Rev ABENO. 2016;16(4):79-84. https://doi.org/10.30979/rev.abeno.v16i4.301 https://doi.org/10.30979/rev.abeno.v16i4... ⁾	2016/ Brazil	Experience report/ V	Critical-reflexive method/Dentistry	Immediate Learning Assessments, discursive, objective, portfolios and seminar
The quality of feedback during formative OSCEs depends on the tutors' profile⁽²⁶26 Junod Perron N, Louis-Simonet M, Cerutti B, Pfarrwaller E, Sommer J, Nendaz M. The quality of feedback during formative OSCEs depends on the tutors' profile. BMC Med Educ. 2016;16:293. https://doi.org/10.1186/s12909-016-0815-x https://doi.org/10.1186/s12909-016-0815-... ⁾	2016/ Switzerland	Prospective study/ IV	Active learning method/Medicine	Objective and Structured Clinical Examination, formative
Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students⁽²⁷27 Lee M, Wimmers PF. Validation of a performance assessment instrument in problem-based learning tutorials using two cohorts of medical students. Adv Health Sci Educ Theory Pract. 2016;21(2):341-57. https://doi.org/10.1007/s10459-015-9632-y https://doi.org/10.1007/s10459-015-9632-... ⁾	2016/ United States	Cohort study/ II	Problem-Based Learning/Medicine	Evaluation form with behavioral indicators, summative
Weak self-directed learning skills hamper performance in cumulative assessment⁽²⁸28 Tio RA, Stegmann ME, Koerts J, Van Os TWDP, Cohen-Schotanus J. Weak self-directed learning skills hamper performance in cumulative assessment. Med Teach. 2016;38(4):421-3. https://doi.org/10.3109/0142159X.2015.1132411 https://doi.org/10.3109/0142159X.2015.11... ⁾	2016/ Holand	Cohort study/ II	Active learning method/Medicine	Cumulative Tests
Student assessment methods in an undergraduate course based on active methodologies⁽²⁹29 Oliveira-Barreto AC, Guedes-Granzotti RB, Domenis DR, Pellicani AD, Silva K, Dornelas R, et al. Métodos de avaliação discente em um curso de graduação baseado em metodologias ativas. Rev Ibero-Americana Est Educ. 2017;2(2):1005-19. https://doi.org/10.21723/riaee.v12.n2.8745 https://doi.org/10.21723/riaee.v12.n2.87... ⁾	2017/ Brazil	Observational study/ IV	Problem-Based Learning/ Speech Therapy	Theoretical, summative proof Theoretical-practical, summative test Evaluations of student performance in tutoring and practical, formative skills activities
Peer assessment of professional behaviours in problem-based learning groups⁽³⁰30 Roberts C, Jorm C, Gentilcore S, Crossley J. Peer assessment of professional behaviors in problem-based learning groups. Med Educ. 2017;51(4):390-400. https://doi.org/10.1111/medu.13151 https://doi.org/10.1111/medu.13151... ⁾	2017/ Australia	Cohort study/ II	Problem-Based Learning/Medicine	Online training peer review tool
The OSCE in Clinical Dental Evaluation: Experience Report with Undergraduate Students⁽³¹31 Logar GA, Coelho COL, Pizi ECG, Galhano GÁP, Neves AP, Oliveira LT, et al. OSCE in Dental clinical evaluation: the report of an experience with undergraduate students. Rev ABENO. 2018;18(1):15-24. https://doi.org/10.30979/rev.abeno.v18i1.444 https://doi.org/10.30979/rev.abeno.v18i1... ⁾	2018/ Brazil	Experience report/ V	Active Learning Method/Dentistry	Objective and Structured Clinical Examination
Perception and performance of nursing graduates in evaluation of active methodologies⁽³²32 Pascon DM, Otrenti E, Mira VL. Perception and performance of nursing undergraduates in evaluation of active methodologies. Acta Paul Enferm. 2018;31(1):61-70. https://doi.org/10.1590/1982- 0194201800010 https://doi.org/10.1590/1982-... ⁾	2018/ Brazil	Descriptive study/ IV	Problematization and Problem-Based Learning/Nursing	Progression, diagnostic and formative test

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[1] Corresponding author: Monike Alves Lemes. E-mail: monikealvesx3@gmail.com