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Updated: Jun 20, 2026

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
Published on: December 9, 2022
[The different perspectives in the assessment of learners during supervised clinical clerkship]
Rosângela Curvo Leite Domingues1, Eliana Amaral, Angélica Maria Bicudo Zeferino
1Universidade Estadual de Campinas, Campinas, SP, Brazil. rosangela@cpdec.com.br
Objective:
To compare medical students' global itemized ratings (GIR) and real-case structured clinical assessment (RC-SCA), generated by faculty members from three different specialties (Gynecology-O&G, Internal Medicine-IM, Pediatrics-Ped).
Method:
106 Y4 learners were assessed by one faculty member from each specialty, who filled in GIR, consisting of 6 technical domains (mean score GIRt) and 7 humanistic domains (mean score GIRh), on a 0-10 scale, and resultant RC-SCA, from direct attendance observation. Statistical analyses used Cronbach coefficient, Friedman and Wilcoxon paired tests, Pearson and Spearman correlation coefficients, Euclidean distances. Significance level=5%.
Results:
High internal consistency was observed in the three GIR (> 0.92). Ratings were negatively skewed. Ped scores were significantly lower than O&G and IM (median differences between 0.50 and 0.67), with low correlations between them (-0.02
Conclusion:
The specialties have different views on how to evaluate students' skills, inspite of using similar instruments, which can be a reflection of their 'culture'. the challenge remains to minimize these differences through faculty development activities.
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