A reflection on the final evaluation system for medicine major students
Keywords:
Teaching, Medical education.Abstract
Introduction: Grade Point Average (GPA) and the results of practical and theoretical state examinations in medicine major reflect dissimilar results. The results of the practical tests are sometimes higher.Objective: to analyze the system of the final evaluation for the established pre-professional in service training that is included in the syllabus of the medical major.
Methods: an analytical and cross-sectional study was performed. The target group was comprised of 400 Basic General Doctors of Medicine graduated in the academic course 2013-2014; the sample included 200 students randomly chosen. The grade point average and the results of the state examinations were collected from the records of the registrar of Pinar del Río Medical Science University. Pearson's coefficient was used to find out the linear association degree, and the Spearmanque reflects the stability of the increase or decrease trend of a variable in terms of another, that’s to say, its linear degree.
Result: the grade point average showed a common and logical distribution with a right-side asymmetry. In the theoretical examination, 101 marks were between 80 and 90 points, the other half was distributed in a balanced approach for the extreme ranges (70-80 or 90-100), 25% for each one. Above 90 points there were 51 marks. The marks for the theoretical examination were concentrated between 80 and 90 points than the rest of the valid marks. The marks of the practical test were under 90; less than a fifth part, contrasting to the written examination. The results of the practical tests were more satisfactory compared with the theoretical examination.
Conclusions: the most satisfactory results were in the practical tests; state examinations have a predefined maximum, which was not observed in the academic grade point average, due to the bonus examination components, that are added to the final grade point average of medicine major.
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