Performance of Medical Students in Brazil: Analysis of the ENADE 2019
The National Curricular Guidelines for medical courses in Brazil outline the fundamentals for medical education, emphasizing integration on acquiring knowledge, skills, and attitudes. However, the Guidelines do not specify the basic contents, leaving this responsibility to Higher Education Instituti...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Revista de Instrumentos, Modelos e Políticas em Avaliação Educacional |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/12111 |
| Acceso en línea: | https://revistas.uece.br/index.php/impa/article/view/12111 |
| Access Level: | acceso abierto |
| Palabra clave: | Diretrizes Curriculares Nacionais Medicina Enade Ensino Avaliação Educacional |
| Sumario: | The National Curricular Guidelines for medical courses in Brazil outline the fundamentals for medical education, emphasizing integration on acquiring knowledge, skills, and attitudes. However, the Guidelines do not specify the basic contents, leaving this responsibility to Higher Education Institutions (HEIs). In this context, learning assessment plays a crucial role, both at the institutional and national levels, with emphasis on the National Student Performance Exam (ENADE). This study analyzes the results of medical students in ENADE 2019, considering institutional and individual factors associated with academic performance. Results indicate a significant influence of variables such as age, type of institution, region, and gender, with affirmative action admissions showing comparable results. The study highlights the need for policies that favor equitable access to medical education. |
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