Avaliação Clínica Objetiva Estruturada (OSCE) com feedback efetivo e vídeo feedback: sua interface no ensino e na aprendizagem

Abstract

In high school the clinical skills are essential for the practice of the profession and need to be evaluated. The methodology called Objective Structured Clinical Examination (OSCE) assesses clinical skills in which the student 'shows how he does' and can be supplemented by effective feedback (FE) and video feedback (VF). The objective of this research was to systematize and implant the OSCE with an association of FE and VF in the boarding schools of Medicine to assist in the teaching and learning process. Methodological Approach; of a qualitative, interpretative, applied nature permeated by action research. It was divided into 3 phases; (OSCE and VF + operationalization of the OSCE and FE) and the 3rd OSCE deployment with VF + autoscopy. Sampling was for convenience and consisted of: the first phase with 42 participants (20 students (A) and 22 professors (D)). The second phase with 94 (43 A and 51 D). The 3rd phase with 29 (23 A and 6 D) of three Internships of the UEPG medical course. Data collection was done using the individual semi-structured interview, talk wheels, visual audio recordings, questionnaire with open questions and photos. An evaluation moment of the student and his autoscopy were recorded. Thematic content analysis was used as the material treatment technique. In the first phase the teachers realized the need for didactic-pedagogical training and in the evaluation, they suggested standardization. In the second phase the HR allowed the professor to put himself in the student's place in evaluation and in the receipt of the FE. The OSCE was considered fundamental for improvements in teacher making and student assessment. In the third phase, the OSCE favored the student´s projection as a doctor in decision-making. He increased his safety and self-confidence, reaffirmed what he knows and what he needs to know in order to improve his performance. Emotional changes of the students helped in the sef-knowledge in learning to deal with emotions. It allowed the teacher to know how the student's clinical reasoning takes place. The student's performance translated into a projection of professor making and the gaps that merited adjustments. The OSCE's objectivity, structuring and standardization contributed to evaluation and teaching and learning through the presence of the FE and the VF modifying traditional teacher assessment. The self-copy by VF allowed the students to reflect on their mistakes and correctness, sedimented the knowledge, potentiated the meaningful learning, consolidated the clinical reasoning and tested the clinical skills in simulated situations. It allowed teachers to draw cognitive strategies to improve their teaching form expand their pedagogical knowledge by consolidating it as an innovative technological tool in the OSCE. The VF was considered a technological instrument with evaluative and formative function. A website was developed with guidelines on implementing and operating the OSCE with FE, VF and autoscopy. The challenge of teaching and evaluating has been launched and has the contribution of the professor and student's perspective to the construction of the knowledge spiral in medical education.