Abstract
Medical education encompasses globally diverse context and conditions. The Brazilian scenario seemed a natural environment to study the influence of medical education programs and internship duration on the entrance exam for medical residency. This investigation evaluates some methods used during the entrance exam for medical residency as a means to make a distinction between candidates with longer clerkships. Candidates selected for a residency program performed a multiple-choice (MC), an open question (OQ) and OSCE-like tests, an interview and a curriculum analysis for participation in scientific meetings, papers published and voluntary activities. Groups were compared for gender, year of graduation, tests and OSCE scores. Participants were distributed into two groups based on clerkship duration: 2 years or less than 2 years. There was no difference for the MCT score among groups or any of the activities from interview and curriculum analysis. The 2 years clerkship group showed significantly higher OQ (p=0.009) and OSCE-like affective (p=0.025) and knowledge (p=0.002) scores. The OSCE test identified some aspects related to competence acquisition and assessed basic skills and attitudes essential to the supervised practice of medicine during residency. OSCE discriminated aspects not perceived by the sole use of knowledge tests.
Highlights
To a large extent, medical education is often perceived as globally comparable
The OSCE-like test consisted of five station sections contemplating the core areas (Internal Medicine, Obstetrics&Gynecology, Pediatrics, Public Health, Surgery): 1 - an upper digestive bleeding presentation, 2 - a supraventricular tachycardia, 3 - a community-acquired pneumonia, 4 - a N. meningitidis meningitis clinical case documented in a school and 5 - a pregnancy follow-up
Five hundred and seventy eight candidates applied to the residency entrance exam that selected 111 candidates (19.2%) by means of results from multiple-choice test (MCT) and open question (OQ)
Summary
Medical education is often perceived as globally comparable. context and conditions are usually diverse[1]. Non-cognitive goals of medical education that include values, attitudes and skills continue do be difficult to define and even more complicated to measure. The background of medical education in Brazil seems a natural environment to study the influence of a range of programs and the internship duration on performance of the entrance exam for medical residency at the University of São Paulo Medical School. The purpose of this observational study was to evaluate the capacity of some tests used in the residency entrance exam to identify candidates with longer clerkships during graduation
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