Resumo

PINILLA-ROA, Análida Elizabeth; MONCADA-ALVAREZ, Lígia Inés  e  LOPEZ PAEZ, Myriam Consuelo. Conceptions of post-graduate professors of the Medicine School Universidad Nacional de Colombia on the academic assessment. rev.fac.med. [online]. 2010, vol.58, n.1, pp.30-43. ISSN 0120-0011.

Background. This work was done by professors from the research group on evaluation, started eleven years ago by the Group on Pedagogic Support and Teaching Training of the School of Medicine. Objective. To research the conceptions of postgraduate professors about the academic evaluation of students. Materials and methods. This study seeked to build a theory that explains the conceptualizations underlying the process of evaluation of the graduate student. Thirty-three professors were interviewed in ten focal groups, according to educational program (specialization, medical specialty, master or doctorate). Discussed issues included the role of the teacher on evaluation, the methodology and purpose of evaluation, and current problems and their potential solutions in order to improve the evaluation process. Results. The professors conceptualized the evaluation as a process, in all educational programs. Depending on the kind of educational program there were differences in the role assigned to evaluation inside the formative process: in disciplines (research masters and doctorates) evaluation is based on research projects, while in professions (specializations and medical specialties) it is based on performance with the patient and his family, and involves not only knowledge but skills and attitudes. Conclusions. At this moment, entry requirements to the faculty track are designed to evaluate abilities in the relevant discipline or profession, without attention to pedagogical training. This can actually explain why different professors have heterogeneous concepts to evaluate and train postgraduate students. In general, the conceptions of professors reflect evaluation as a functional process that involves feedback to learner and professor, but is detached from the learning process and is essentially focused on the decision of having the student pass or fail.

Palavras-chave : evaluation; education; graduate; students; faculty; learning.

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