Lemes MA, Marin MJS, Lazarini CA, Bocchi SCM, Higa EDFR. Evaluation strategies in active learning in higher education in health: integrative review.
Rev Bras Enferm 2021;
74:e20201055. [PMID:
34037155 DOI:
10.1590/0034-7167-2020-1055]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2020] [Accepted: 11/21/2020] [Indexed: 11/21/2022] Open
Abstract
OBJECTIVES
to analyze scientific evidence on evaluation strategies for active learning methods in health undergraduate programs.
METHODS
integrative literature review in the Medical Literature Analysis and Retrieval System Online, Latin American and Caribbean Literature in Health Sciences, Nursing Database, Scopus, Web of Science and Education Resources Information Center databases.
RESULTS
different evaluation strategies are used: Presentation of seminars, Self-evaluation, Evaluation of student performance in Tutotest-Lite tutoring, Peer Evaluation, Active Learning and Critical Thinking Self-evaluation Scale, Objective and Structured Clinical Exam, Portfolio, Progressive Disclosure Questions, Modified Dissertation Questions, Progression Test, Dissertation Test, Objective Test, Immediate Learning Checks, Clinical Case Resolution and Cumulative Test.
FINAL CONSIDERATIONS
evaluation strategies in active learning are used in combination, aiming at the affective, cognitive and psychomotor development of the student. However, studies with greater power of scientific evidence would be needed.
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