RESUMO
BACKGROUND: Computer and paper examinations in our days are constructed from an item pool which is regularly updated. Given the way that exams are created, one of the major concerns is the security of the items that are being used in order to ensure a good estimation of abilities. The aim of this study is to measure the prevalence of item pre-knowledge in our medical school. METHODS: The Deterministic, Gated Item Response Theory Model (DGM) was applied to estimate the prevalence of students who have had item pre-knowledge from six multiple choice examinations of the Clinical Anatomy course at the Faculty of Medicine of University of Porto. Each examination consisted of 100 items with an average of 200 students and 20% repeated items per examination. The estimation of the sensitivity and specificity was based on a simulation study. The sensitivity and specificity estimates, and apparent prevalence were used to estimate true prevalence of cheating students in the examinations under study. RESULTS: The specificity in the DGM for different simulation scenarios was between 68 and 98%, while the sensitivity ranged from 60 to 91%. The apparent prevalence was between 0.0 and 3.4%, while the true prevalence ranged from 1.2 to 3.7%. CONCLUSIONS: The true prevalence was much lower compared to the students self-reported copying of responses from other students; however, it is important to keep monitoring the pre-knowledge prevalence in order to enforce measures in case an increase occurs.
Assuntos
Anatomia/educação , Avaliação Educacional , Conhecimento , Modelos Teóricos , Educação de Graduação em Medicina , Humanos , Portugal , PrevalênciaRESUMO
Resumo Empatia pressupõe a capacidade e sobretudo a vontade de compreender o outro e se colocar em seu lugar. Considerando isso, espera-se que profissionais envolvidos em cuidados de saúde sejam mais empáticos e capazes de ler o mundo ao seu redor com olhar humanizado, crítico e reflexivo. Objetivou-se investigar, mediante revisão integrativa, o que tem sido discutido a respeito do ensino da empatia nos cursos de graduação da área da saúde nos últimos cinco anos. Foram selecionados 27 artigos das bases de dados MEDLINE e LILACS, por meio dos quais se identificou que a maioria dos estudos disponíveis foram realizados nas áreas de medicina e enfermagem. Além disso, constatou-se que, apesar de o tema empatia remeter à subjetividade, a metodologia quantitativa com aplicação de escalas padronizadas foi a mais utilizada para mensurar níveis de empatia e que, por fim, o ensino da empatia ocorreu por meio de metodologias ativas.
Abstract Empathy presupposes the ability and, most importantly, the willingness to understand others and put oneself in their place. Hence, health personnel are expected to be more empathetic and able to read the world around them with a humanized, critical, and reflexive look. This integrative review examines the studies on teaching empathy in undergraduate health programs published in the last five years. A total of 27 studies were selected from the MEDLINE and LILACS databases, most of which were published in the fields of medicine and nursing. Although a subjective element, most studies measured empathy using standardized scales (quantitative approach). Finally, empathy was taught using active methodologies.
Resumen La empatía es una capacidad, sobre todo una voluntad, de comprender al otro y de ponerse en su piel. Así se espera que los profesionales involucrados en el cuidado de la salud sean más empáticos y tengan una mirada humanizada, crítica y reflexiva sobre el mundo. Esta es una revisión integradora para identificar cómo se enseña la empatía en las carreras de graduación en el área de la salud en los últimos cinco años. Se seleccionaron 27 artículos de las bases de datos MEDLINE y LILACS, y se identificó que la mayoría de los estudios disponibles fueron de las áreas de Medicina y Enfermería. Se constató también que, aunque el tema de la empatía se refiera a la subjetividad, el método cuantitativo con la aplicación de escalas estandarizadas fue el más utilizado para medir los niveles de empatía y que la enseñanza de la empatía ocurrió por metodologías activas.