Publication: Avaliação do Raciocínio Clínico no Curso de Medicina em Portugal
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Date
2025
Authors
Ruas, Pedro ; Nunes, Célia ; Neto, Isabel
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Publisher
Servicio de publicaciones, Universidad de Murcia
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Description
Abstract
Introdução:O raciocínio clínico é uma competência fulcral para a prática médica. A suaavaliação desempenha um papel importante na prevenção do erro médico; portanto, deve ter porbase as melhores práticas internacionais. Dada a escassez de conhecimento acerca da avaliação doraciocínio clínico nas escolas médicas portuguesas, esta investigação pretendeu aprofundar estemesmo conhecimento, analisando a prevalência de aplicação de diversos métodos de avaliação eidentificando os principais obstáculos associados. Materiais e Métodos:Foi aplicado umquestionário entre maio e julho de 2023 a todos os docentes responsáveis por unidadescurriculares do 4º ao 6º ano do Mestrado Integrado em Medicina em Portugal. Recorreu-se aosoftware SPSS®, versão 28.0 para o Microsoft Windows®. Os dados foram predominantementeanalisados por meio de estatísticas descritivas. Resultados: Foram recolhidas 75 respostas de 8escolas de Medicina em Portugal, representando aproximadamente metade da população-alvo. Amaioria dos docentes tem mais de 30 anos de experiência em avaliação. As perguntas de escolhamúltipla constituem o método de avaliação mais aplicado. Os métodos aplicados em contextosimulado e clínico, por observação direta, estão em défice nos currículos. Entre os principaisobstáculos identificados, destacam-se a falta de tempo e de recursos humanos. Conclusões: Énecessária uma maior implementação de métodos em contexto simulado e em meio clínico,permitindo uma avaliação mais completa e autêntica do raciocínio clínico. Neste sentido, éfundamental um maior investimento em recursos humanos, aumentando a contratação deprofissionais e promovendo a formação em metodologias de avaliação do raciocínio clínico.
Introduction:Clinical reasoning is essential for medical practice. Assessing thiscompetency in undergraduate education plays a vital role in preventing medical error; hence, itshould be conducted with basis on the best international practices. However, knowledgeregarding the assessment of clinical reasoning in Portuguese medical schools is currently limited.This study aims to deepen the current understanding of clinical reasoning assessment in Portugalby analyzing the prevalence of various common assessment methods and identifying their mainassociated barriers. Materials and Methods: A survey was administered between May to July 2023 toall faculty members responsible for curricular units in the senior years of the Medical IntegratedMaster's degree in Portugal. The SPSS® software, version 28.0 for Microsoft Windows®, was used.Data was predominantly analyzed through descriptive statistics. Results: 75 responses werecollected from 8 medical schools in Portugal, representing roughly half of the target population.The majority of faculty members have over 30 years of experience in assessment. Multiple-choicequestions is the most used method of assessment. Methods applied in simulated and clinicalenvironments, particularly the direct observation, were perceived to be in considerable deficit inthe curricula. The main identified barriers include lack of faculty time and human resources.Conclusions: There is a need for an increased implementation of methods in simulated and clinicalenvironments, allowing for a more comprehensive and authentic assessment of clinical reasoning.
Introduction:Clinical reasoning is essential for medical practice. Assessing thiscompetency in undergraduate education plays a vital role in preventing medical error; hence, itshould be conducted with basis on the best international practices. However, knowledgeregarding the assessment of clinical reasoning in Portuguese medical schools is currently limited.This study aims to deepen the current understanding of clinical reasoning assessment in Portugalby analyzing the prevalence of various common assessment methods and identifying their mainassociated barriers. Materials and Methods: A survey was administered between May to July 2023 toall faculty members responsible for curricular units in the senior years of the Medical IntegratedMaster's degree in Portugal. The SPSS® software, version 28.0 for Microsoft Windows®, was used.Data was predominantly analyzed through descriptive statistics. Results: 75 responses werecollected from 8 medical schools in Portugal, representing roughly half of the target population.The majority of faculty members have over 30 years of experience in assessment. Multiple-choicequestions is the most used method of assessment. Methods applied in simulated and clinicalenvironments, particularly the direct observation, were perceived to be in considerable deficit inthe curricula. The main identified barriers include lack of faculty time and human resources.Conclusions: There is a need for an increased implementation of methods in simulated and clinicalenvironments, allowing for a more comprehensive and authentic assessment of clinical reasoning.
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