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BACKGROUND: Feedback is an essential tool for learning and improving performance in any sphere of education, including training of resident physicians. The learner's perception of the feedback they receive is extremely relevant to their learning progress, which must aim at providing qualified care for patients. Studies pertinent to the matter differ substantially with respect to methodology, population, context, and objective, which makes it even more difficult to achieve a clear understanding of the topic. A scoping review on this theme will unequivocally enhance and organize what is already known. OBJECTIVE: The aim of this study is to identify and map out data from studies that report surgical residents' perception of the feedback received during their education. METHODS: The review will consider studies on the feedback perception of resident physicians of any surgical specialty and age group, attending any year of residency, regardless of the type of feedback given and the way the perceptions were measured. Primary studies published in English, Spanish, and Portuguese since 2017 will be considered. The search will be carried out in 6 databases and reference lists will also be searched for additional studies. Duplicates will be removed, and 2 independent reviewers will screen the selected studies' titles, abstracts, and full texts. Data extraction will be performed through a tool developed by the researchers. Descriptive statistics and qualitative analysis (content analysis) will be used to analyze the data. A summary of the results will be presented in the form of diagrams, narratives, and tables. RESULTS: The findings of this scoping review were submitted to an indexed journal in July 2024, currently awaiting reviewer approval. The search was executed on March 15, 2024, and resulted in 588 articles. After the exclusion of the duplicate articles and those that did not meet the eligibility criteria as well as the inclusion of articles through a manual search, 13 articles were included in the review. CONCLUSIONS: Conducting a scoping review is the best way to map what is known about a subject. By focusing on the feedback perception more than the feedback itself, the results of this study will surely contribute to gaining a deeper understanding of how to proceed to enhance internal feedback and surgical residents' learning progress. TRIAL REGISTRATION: Open Science Framework yexb; https://osf.io/yexkb. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): PRR1-10.2196/56727.

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BACKGROUND: Brazilian medical schools equitably divide their medical education assessments into five content areas: internal medicine, surgery, pediatrics, obstetrics and gynecology, and public health. However, this division does not follow international patterns and may threaten the examinations' reliability and validity. OBJECTIVE: To assess the reliability indices of the content areas of serial, cross-institutional progress test examinations. DESIGN AND SETTINGS: This was an analytical, observational, and cross-sectional study conducted at nine public medical schools (mainly from the state of São Paulo) with progress test examinations conducted between 2017 and 2023. METHODS: The examinations covered the areas of basic sciences, internal medicine, surgery, pediatrics, obstetrics and gynecology, and public health. We calculated reliability indices using Cronbach's α, which indicates the internal consistency of a test. We used simple linear regressions to analyze temporal trends. RESULTS: The results showed that the Cronbach's α for basic sciences and internal medicine presented lower values, whereas gynecology, obstetrics, and public health presented higher values. After changes in the number of items and the exclusion of basic sciences as a separate content area, internal medicine ranked highest in 2023. Individually, all content areas except pediatrics remained stable over time. CONCLUSIONS: Maintaining an equitable division in assessment content may lead to suboptimal results in terms of assessment reliability, especially for internal medicine. Therefore, content sampling of medical knowledge for general assessments should be reappraised.

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ABSTRACT BACKGROUND: Brazilian medical schools equitably divide their medical education assessments into five content areas: internal medicine, surgery, pediatrics, obstetrics and gynecology, and public health. However, this division does not follow international patterns and may threaten the examinations' reliability and validity. OBJECTIVE: To assess the reliability indices of the content areas of serial, cross-institutional progress test examinations. DESIGN AND SETTINGS: This was an analytical, observational, and cross-sectional study conducted at nine public medical schools (mainly from the state of São Paulo) with progress test examinations conducted between 2017 and 2023. METHODS: The examinations covered the areas of basic sciences, internal medicine, surgery, pediatrics, obstetrics and gynecology, and public health. We calculated reliability indices using Cronbach's α, which indicates the internal consistency of a test. We used simple linear regressions to analyze temporal trends. RESULTS: The results showed that the Cronbach's α for basic sciences and internal medicine presented lower values, whereas gynecology, obstetrics, and public health presented higher values. After changes in the number of items and the exclusion of basic sciences as a separate content area, internal medicine ranked highest in 2023. Individually, all content areas except pediatrics remained stable over time. CONCLUSIONS: Maintaining an equitable division in assessment content may lead to suboptimal results in terms of assessment reliability, especially for internal medicine. Therefore, content sampling of medical knowledge for general assessments should be reappraised.

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Abstract Medical schools must incorporate the teaching of professionalism into the curriculum to ensure that the next generations of physicians are prepared for a compassionate, humane, and ethical professional practice, suitable to the interests of society in a world with ever-increasing and ever-changing demands. This study's greatest contribution is to highlight the interns' poor performance in the legal and support aspects of the situations addressed. The data speak in favor of an institutionalized training policy as the first step toward getting the healthcare sector to prioritize competence in healthcare for victims of violence related to gender and non-heterosexual sexuality.(AU)

Resumen Las escuelas médicas deben incorporar la enseñanza del profesionalismo al currículo para asegurar que las próximas generaciones de médicos estén preparadas para una práctica profesional compasiva, humana y ética, adecuada a los intereses de la sociedad en un mundo con demandas cada vez mayores y en constante cambio. La mayor contribución de este estudio es mostrar el deficiente desempeño de los pasantes en los aspectos jurídicos y de soporte de las situaciones abordadas. Los datos se muestran a favor de una política de capacitación institucionalizada como un primer paso para que el sector de salud priorice la competencia en atención a la salud de las víctimas de violencia relacionada al genero y a la sexualidad no heterosexual.(AU)

Resumo As escolas médicas devem incorporar o ensino do profissionalismo ao currículo para garantir que as próximas gerações de médicos estejam preparadas para uma prática profissional compassiva, humana e ética, adequada aos interesses da sociedade em um mundo com demandas cada vez maiores e em constante mudança. A maior contribuição deste estudo é evidenciar o fraco desempenho dos estagiários nos aspectos jurídicos e de apoio nas situações abordadas. Os dados falam a favor de uma política de capacitação institucionalizada como o primeiro passo para que o setor da saúde priorize a competência em atenção à saúde das vítimas de violência relacionada a gênero e a sexualidade não heterossexual.(AU)

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OBJECTIVES: The transition from face-to-face to remote teaching is yet to be fully understood. In clinical training, traditional teaching must prevail because it is essential for the acquisition of skills and professionalism. However, the responses of each school to the pandemic and the decision on when to resume clerkship rotations were mixed. In this study, we aimed to analyze whether the time to resume clerkship rotations was associated with the performance of the students by using a multi-institutional Progress Test. METHODS: This is a cross-sectional study conducted at nine different Brazilian medical schools that administer the same annual Progress Test for all students. We included information from 1,470 clerkship medical students and analyzed the time of clinical training interruption as the independent variable and the student's scores as the dependent variable. RESULTS: The comparisons of the students' scores between the schools showed that there are differences; however, they cannot be attributed to the time the clerkship rotations were paused. The correlation between the schools' average scores and the time to resume clerkship rotations was not significant for the fifth year (r= -0.298, p=0.436) and for the sixth year (r= -0.440, p=0.240). By using a cubic regression model, the time to resume clerkship rotations could explain 3.4% of the 5-year students' scores (p<0.001) and 0.9% of the 6-year students, without statistical difference (p=0.085). CONCLUSIONS: The differences between the students' scores cannot be attributed to the time when the schools paused the clerkship rotations.

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SUMMARY OBJECTIVES: The transition from face-to-face to remote teaching is yet to be fully understood. In clinical training, traditional teaching must prevail because it is essential for the acquisition of skills and professionalism. However, the responses of each school to the pandemic and the decision on when to resume clerkship rotations were mixed. In this study, we aimed to analyze whether the time to resume clerkship rotations was associated with the performance of the students by using a multi-institutional Progress Test. METHODS: This is a cross-sectional study conducted at nine different Brazilian medical schools that administer the same annual Progress Test for all students. We included information from 1,470 clerkship medical students and analyzed the time of clinical training interruption as the independent variable and the student's scores as the dependent variable. RESULTS: The comparisons of the students' scores between the schools showed that there are differences; however, they cannot be attributed to the time the clerkship rotations were paused. The correlation between the schools' average scores and the time to resume clerkship rotations was not significant for the fifth year (r= -0.298, p=0.436) and for the sixth year (r= -0.440, p=0.240). By using a cubic regression model, the time to resume clerkship rotations could explain 3.4% of the 5-year students' scores (p<0.001) and 0.9% of the 6-year students, without statistical difference (p=0.085). CONCLUSIONS: The differences between the students' scores cannot be attributed to the time when the schools paused the clerkship rotations.

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Resumo: Introdução: O Teste de Progresso no curso de Medicina (TPMed) tem sido utilizado pelas escolas médicas que implantaram mudanças curriculares, com currículos baseados/orientados na comunidade, aprendizagem baseada em problemas e currículos orientados por competências, entre outros, além de alguns programas de pós-graduação ou disciplinas isoladas. Baseado nessa premissa, o presente relato se propõe a descrever a experiência no processo de implantação do TPMed em nossa instituição e a participação estudantil nele. Relato de experiência: Dada a importância do TPMed, o curso de Medicina da Universidade Santo Amaro (Unisa) se filiou ao Consórcio São Paulo I (SP1), composto pelas seguintes escolas de Medicina: ABC, Jundiaí, Catanduva, PUC Sorocaba, PUC Goiás e Unoeste, iniciando nossa experiência em 2018. A inserção da Unisa no TPMed foi estimulada a partir da participação no Congresso Brasileiro de Educação Médica (Cobem), com a subsequente associação ao Consórcio SP1. Inúmeras iniciativas de sensibilização do corpo docente e do corpo discente da instituição, com a colaboração da diretoria da Regional São Paulo da Associação Brasileira de Educação Médica (Abem), resultaram em 96,74% de participação discente no TPMed em 2018, 97,12% em 2019, 98,85%, em 2020 e 86,10% em 2021. Em relação ao desempenho dos estudantes, encontramos um aumento progressivo de acertos ao longo dos seis anos de graduação: 32,63% como média de acerto no primeiro semestre, e 62,87%, no 12º semestre. Discussão: A influência positiva do TPMed na aprendizagem do aluno foi a motivação da Unisa para vencer os desafios e mobilizar os estudantes no primeiro ano em que aplicamos a prova, corroborando a grande participação deles. Houve uma queda da adesão ao Teste de Progresso Nacional da Abem - 2021 dos alunos da Unisa, tendo como possível causa os problemas técnicos ocorridos na aplicação dele, que foi on-line. Conclusão: O efeito positivo do TPMed foi observado de forma clara na Unisa. O trabalho direcionado, enfatizando a relevância do TPMed, faz-se mister no seu reconhecimento, resultando em uma forte adesão dos nossos acadêmicos a essa avaliação.

Abstract: Introduction: The Medical Course Progress Test (TPMed) has been used by medical schools that have implemented curricular changes, with, for example, community-based/oriented curricula, problem-based learning and competency-oriented curricula, in addition to some graduate programs or isolated disciplines. Based on this premise, the present report proposes to describe the experience in the TPMed implementation process in our Institution and student participation in it. Experience report: Given the importance of the TPMed, the Medicine course at Universidade Santo Amaro (UNISA) joined the SP1 Consortium, with our experience beginning in 2018. The inclusion of UNISA in the TPMed was driven by the school's participation in the Brazilian Congress of Medical Education (COBEM), and its subsequent association with the Consortium (SP1). Numerous initiatives to raise awareness of the institution's faculty and students, with the collaboration of the São Paulo Regional Board of the Brazilian Association of Medical Education (ABEM) resulted in 96.74% student participating in the TPMed in 2018, 97.12% in 2019, 98.85% in 2020 and 86.10% in 2021. Regarding student performance, we found a progressive increase in correct answers over the six years of the undergraduate course, 32.63% as an average score in the first semester and 62.87% in the twelfth semester. Discussion: The positive influence of the TPMed on student learning was UNISA's motivation to overcome the challenges and mobilize the students in the first year in which the test was applied, corroborating their substantial participation. There was a drop in adherence to the ABEM National Progress Test - 2021 by UNISA students, possibly due to technical problems that occurred in its online application. Conclusion: The positive effect of the TPMed was clearly observed in UNISA. This directed work, which emphasized the relevance of the TPMed, is essential for its recognition, and resulted in a strong adhesion of our academics in this evaluation.

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Abstract: Introduction: Almost 20 years since the beginning of affirmative action implementation, there is still much discussion about the real effectiveness of these measures, especially regarding academic performance, comparing "quota holders" to "non-quota holders", with doubts arising about whether the former can keep up with the latter. Objective: To establish a profile and compare the academic performance and other aspects related to the academic life of "quota holder" students (Inclusion Program with Merit in Public Higher Education in São Paulo - PIMESP) with the other students in their respective classes selected via broad competition (BC). Method: Retrospective cohort of 1st to 3rd-year medical students, divided in BC or PIMESP. The following were assessed: arithmetic mean of the final grades of the curricular subjects; final approval status (FAS) in the subjects; frequency; books borrowed from the library (BBLi) and participation in monitoring/academic center. Continuous variables were compared by Student's t-test or Mann-Whitney test and categorical by chi-square or Fisher's exact test. Values p < 0.05 were considered significant. Results: Of the 237 students included in the sample, all had completed the 1st year (2015, 2016 and 2017 entrants), 158 students (2015 and 2016 entrants) the 1st and 2nd years, and 78 (32.9%) had completed the 3rd year (2015 entrants) at the time of the survey. In the analysis of all those who had completed the 1st year, where 16% were PIMESP, there was a difference in mean final grades and FAS, higher for BC students and no difference for attendance, BBLi, participation in monitoring and academic center. In the analysis of those who had completed the 2nd year, where 15.8% were PIMESP, there was no difference between any of the studied variables. The analysis of those who had completed the 3rd year, where 15.4% were PIMESP, once again showed difference between the averages of final grades and FAS, higher for BC students, but with a less marked difference, and there were no significant differences for the other variables. Conclusion: We observed a fluctuation of academic performance among PIMESP students, towards inferior outcomes, when compared to BC students, throughout the first three years of medical school, but not for other variables. No increase in the dropout rate was observed, contrary to what is found in the literature.

Resumo: Introdução: Depois de quase 20 anos desde o início da materialização das ações afirmativas, ainda há muita discussão sobre a real efetividade dessas medidas, principalmente, no que tange ao desempenho acadêmico, quando se comparam "cotistas" e "não cotistas", surgindo dúvidas se aqueles conseguem acompanhar estes. Objetivo: Este estudo teve como objetivos traçar um perfil do desempenho acadêmico e compará-lo e os demais aspectos relacionados à vida acadêmica dos alunos "cotistas" (Programa de Inclusão com Mérito no Ensino Superior Público Paulista - Pimesp) com os demais alunos de suas respectivas turmas selecionados via ampla concorrência (AC). Método: Trata-se de coorte retrospectiva de alunos da primeira à terceira série de Medicina, divididos em AC ou Pimesp. Avaliaram-se os seguintes aspectos: média aritmética das notas finais das disciplinas curriculares, situação final de aprovação nas disciplinas (SFA), frequência, títulos emprestados na biblioteca (TEB) e participação em monitorias/centro acadêmico. As variáveis contínuas foram comparadas pelo teste t de Student ou Mann-Whitney, e as categóricas, por qui-quadrado ou exato de Fisher. Valores p < 0,05 foram considerados significantes. Resultado: Participaram do estudo 237 alunos. Todos haviam concluído a primeira série (ingressantes de 2015, 2016 e 2017); 158 alunos (ingressantes de 2015 e 2016), a primeira e segunda séries; e 78 (32,9%) haviam concluído a terceira série (ingressantes de 2015) no momento da pesquisa. Na análise de todos os que haviam concluído a primeira série, dos quais 16% faziam parte do Pimesp, houve diferença nas médias das notas finais e da SFA, maior para alunos AC, e não houve diferença para frequência, TEB, participação em monitorias e centro acadêmico. Na análise dos que haviam concluído a segunda série, dos quais 15,8% faziam parte do Pimesp, não houve diferença entre nenhuma das variáveis estudadas. A análise dos que haviam concluído a terceira série, dos quais 15,4% faziam parte do Pimesp, mostrou novamente diferença entre as médias das notas finais e da SFA, maior para alunos AC, porém com uma diferença menos acentuada, e não houve diferenças significativas para as demais variáveis. Conclusão: Observou-se flutuação do desempenho acadêmico dos estudantes Pimesp, para menor, em relação aos estudantes AC, ao longo dos três primeiros anos do curso de Medicina, mas não para outras variáveis. Não foi observado aumento do índice de evasão, contrariando a literatura.

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Resumo A maioria dos atuais graduandos nasceu entre 1982 e 2000. Trata-se dos chamados "millennials", e essa geração espera que a educação integre a tecnologia. Com isso, este estudo, transversal e descritivo-exploratório, propõe-se a conhecer a relação de estudantes de medicina do ciclo básico com as tecnologias interativas da web - as quais podem melhorar o ensino -, visando fornecer informações para implementá-las com mais eficiência no meio acadêmico. Os resultados evidenciam que os alunos utilizam ferramentas da internet, mas com pouca diversidade, sendo as plataformas mais usadas o Google Docs, Facebook, YouTube e Dropbox. O artigo conclui que é necessário promover o contato com a tecnologia na educação médica a fim de preparar os alunos para enfrentar futuros desafios profissionais.

Abstract Currently, most undergraduate students are individuals born between 1982 and 2000, the so-called millennials, a generation that expects the integration of technology in education. Thus, this cross-sectional and descriptive-exploratory study proposes to understand the relationship of medical students with web-based technologies, which can improve learning, to implement them more efficiently in the academic environment. The results show that undergraduate medical students use these technologies, but with little diversity in services, being the most common Google Docs, Facebook, YouTube and Dropbox. We emphasize the need to expose students to technologies in medical education to overcome technological challenges faced by future physicians.

Resumen La mayoría de los estudiantes de grado actuales nacieron entre 1982 y 2000. Son los llamados "millenials", generación que espera que la educación integre la tecnología. Este estudio descriptivo transversal y exploratorio se propone comprender la relación de los estudiantes de medicina del ciclo básico con las tecnologías interactivas de la web -que pueden mejorar la docencia-, con el objetivo de brindar información para implementarlas de manera más eficiente en el entorno académico. Los resultados muestran que los estudiantes utilizan herramientas de Internet, pero con poca diversidad, siendo las plataformas más utilizadas Google Docs, Facebook, YouTube y Dropbox. El artículo concluye que es necesario promover el contacto con la tecnología en la educación médica con el fin de preparar a los estudiantes para enfrentar los desafíos profesionales futuros.

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