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Investigating the impact of assessment strategies on medical students' learning

Grant number: 18/15642-1
Support type:Research Grants - Young Investigators Grants
Duration: May 01, 2019 - April 30, 2023
Field of knowledge:Health Sciences - Medicine - Medical Clinics
Principal Investigator:Dario Cecilio Fernandes
Grantee:Dario Cecilio Fernandes
Home Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
Assoc. researchers:Marco Antonio de Carvalho Filho ; Rene Tio
Associated grant(s):20/04909-7 - Using simulation to implement the COVID-19 suspected patient care protocol, AP.R
Associated scholarship(s):20/01671-0 - Evaluation of cognitive load related to questions that assess different types of knowledge through eye tracking of undergraduate medical students, BP.IC
19/12563-6 - Investigating the impact of assessment strategies on medical students' learning, BP.JP


Assessment in medical training has increasingly become more complex, especially after the implementation of competency-based education worldwide and Brazil with the modifications of the national guidelines, which now includes teaching competence. The increase of complexity happens in parallel with the acknowledgement of assessing not only the theoretical knowledge but also competence, skills, attitudes and behaviour. In the past years, research on assessment in medicine has developed new assessment strategies and has investigated their implementation. These new assessment strategies have considered the impact of the assessment on students' learning, for example, including feedback as part of the assessment. Also, these new assessment strategies allow graduating not only competent doctors in patient care but also doctors able to contribute to the healthcare system. Also, the assessment has a great impact on students' behaviour, guiding them in regards to what, how, when and how often to study. Therefore, assessment is key for students' learning. To investigate how assessment influence students' learning in medicine, three subprojects are proposed. The first one tries to optimise the knowledge assessment by investigating the cognitive process. The second one investigates the spacing and testing effects and their combination in students' learning. The last one investigates the psychometric properties of the 360 degrees in the context of a specific discipline. With these three subprojects, a better understanding of the impact of assessment on students' learning is expected. (AU)