Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
RODRIGUES, M.
 |
| Orientador(a): |
TURCI, M. A.
|
| Banca de defesa: |
MOURA, A. S.
,
OZANAN, Gabriel Costa |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade José do Rosário Vellano
|
| Programa de Pós-Graduação: |
Programa de Mestrado em Ensino em Saúde
|
| Departamento: |
Pós-Graduação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://tede2.unifenas.br:8080/jspui/handle/jspui/262
|
Resumo: |
Introduction: Evaluations using technology are present in schools in several countries and have become popular in the last two decades and have been used in the United States medical license examination since 1999. The potential that improved technology assessments bring to the academic world motivated the carrying out of this study, and the knowledge from a specific conference on these technologies brought the incentive to persist in this research line. Method: This study aims to compare the stress, satisfaction and performance of academics during the first semester of 2018, when conducting conventional written tests and computer tests in the course of Gynecology and Obstetrics of the medical program of the University of José do Rosário Vellano, Alfenas campus, a total sample of 135 students. It was a randomized experimental study in which the students were divided for the evaluations and pre-defined and class-based questionnaires were applied. Prior to the test, specific questions were given to students to assess the stress involved in their achievement. At the end of the test, the questions were answered to evaluate the satisfaction with the type of the test they took. Each student did a conventional written assessment and a computer assessment. Results: The evaluated students showed greater stress and less satisfaction with the computer-based test compared to the conventional written test, although there was no statistical difference in performance when comparing both. Conclusion: Lack of familiarity and training with the methodology prior to test application resulted an increase in students’ stress in the present study, which interfered in the satisfaction with the test using technology, even though there was no difference in the performance scores. The collected information will be used to restructure the format of the tests offered in the Department of Gynecology and Obstetrics of UNIFENAS, Campus Alfenas, in order to improve the theoretical evaluation performed at the University. |
