Balancing assessment load and effectiveness in medical education during the pandemic: Students’ insights

Helena Landim Gonçalves Cristóvão; Paula Helena Gonçalves Cristóvão; André Bavaresco Gonçalves Cristóvão; Nathalia Bavaresco Gonçalves Cristóvão; Júlio César Massonetto; Emerson Roberto dos Santos; João Daniel de Souza Menezes; Matheus Querino da Silva; Denise Cristina Mós Vaz Oliani; Vânia Maria Sabadoto Brienze; Alba Regina de Abreu Lima; Júlio César André

doi:10.23750/abm.v95i5.16280

Balancing assessment load and effectiveness in medical education during the pandemic: Students’ insights

Authors

Helena Landim Gonçalves Cristóvão Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0003-0582-647X
Paula Helena Gonçalves Cristóvão São Paulo State Public Hospital/IAMSPE https://orcid.org/0000-0003-2993-7959
André Bavaresco Gonçalves Cristóvão University of Santo Amaro - UNISA https://orcid.org/0000-0002-7637-3925
Nathalia Bavaresco Gonçalves Cristóvão University of Santo Amaro - UNISA https://orcid.org/0000-0002-1148-6654
Júlio César Massonetto Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0003-4584-9545
Emerson Roberto dos Santos Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0002-9513-1083
João Daniel de Souza Menezes Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0001-8767-7556
Matheus Querino da Silva Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0003-4569-2808
Denise Cristina Mós Vaz Oliani University Hospital Center Cova da Beira, University of Beira Interior, Covilhã, Portugal https://orcid.org/0000-0002-8282-3718
Vânia Maria Sabadoto Brienze Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0002-1727-2710
Alba Regina de Abreu Lima Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0003-4332-4059
Júlio César André Center for Studies in Health Education Development (CEDES), Faculty of Medicine of São José do Rio Preto (FAMERP), São José do Rio Preto, São Paulo, Brazil https://orcid.org/0000-0002-0549-4527

DOI: https://doi.org/10.23750/abm.v95i5.16280

Keywords:

COVID-19, medical education, assessment, student perception, remote learning

Abstract

Background and aim: The COVID-19 pandemic has significantly impacted medical education, forcing institutions to adapt to remote learning and assessment methods. This study aimed to explore medical students' perceptions of their assessment load, quality, and impact on learning during the pandemic at a university in São Paulo, Brazil.

Methods: A cross-sectional study with a quantitative approach and qualitative perspective was conducted. Ninety-one sixth-semester undergraduate medical students completed an online questionnaire assessing their perceptions of three assessment tools (online TBL, guided study, and pre-post-test) using Likert scales. Descriptive statistics and Spearman correlation coefficients were used for data analysis.

Results: Guided study was the most effective tool in promoting student engagement and learning, while online TBL was perceived as the least useful. The assessment load was considered manageable by most participants, and no correlation was found between effort dedicated to assessment tools and perceived study load. A positive correlation was observed between the usefulness of tools in conducting learning and the development of ethical concepts.

Conclusions: The findings highlight the importance of adapting assessment strategies to the remote learning environment, considering students' preferences and needs. Further research is needed on the long-term impact of remote learning and assessment on medical students' professional and ethical development

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