Progress Test and curricular change: paths followed by the University of Brasília Medical School

Abstract: Introduction: The Progress Test (TP) is an assessment instrument applied annually and coordinated by the Brazilian Association of Medical Education (ABEM). The UnB School of Medicine has participated in the TP-CO since 2013 and uses the data from the assessment for internal diagnosis and discussions about medical education. Objective: describe the results obtained by students in the TP and analyze possible relationships between changes in the PPC and student performance. Method: This is an analytical cross-sectional study, based on the results obtained by the students of the course compared to the universe of institutions in the TP-CO consortium between 2013 and 2021. In this period, students enrolled in two curricular matrices sat the test: old curriculum (AC) and new curriculum (CN). In order to verify the evolution of the average score of UnB in each period compared to the average score of the consortium, the ratio test was applied to the differences in each pair of scores of UnB and consortium, in each year of the historical series and period of the students evaluated. Results: Between the years 2013 and 2015, when the CA was in effect, no statistically significant differences were observed in the averages between the UnB students of all course years compared to the TP-CO Consortium. The same behavior was verified between 2016 and 2018, a transition period composed of CA and CN matrix students. However, between 2019 and 2021, when the new curricular matrix was in effect, statistically significant differences were observed between the UnB and consortium students. Conclusion: The TP gives insight into the performance of the school and identifies gaps that generate reflections in the search for excellence in medical education. With the experience presented it was possible to identify the paths taken by the UnB course throughout its participation in the consortium, considering the curricular changes.

摘要：
引言：进度测试（Progress Test, TP）是由巴西医学教育协会（Associação Brasileira de Educação Médica, ABEM）协调开展的年度评估工具。巴西利亚大学医学院（UnB School of Medicine, UnB）自2013年起参与TP-CO联盟的进度测试，并将评估数据用于内部教学诊断及医学教育相关研讨。
目的：描述本校学生在进度测试中的成绩表现，并分析课程大纲（Pedagogical Curricular Project, PPC）的调整与学生成绩之间的潜在关联。
方法：本研究为分析性横断面研究，以2013至2021年间TP-CO联盟内各参评院校的成绩为参照总体，对比本校课程学生的测试结果。此期间共有两类课程体系的学生参与测试：旧课程体系（AC）与新课程体系（CN）。为验证本校各测试周期平均分相较于联盟平均分的变化趋势，本研究针对历史序列中每一年度、每类评估学生群体的本校与联盟成绩配对差值开展比率检验。
结果：2013至2015年实施旧课程体系（AC）的阶段，本校各年级学生的平均分与TP-CO联盟平均分未呈现统计学显著差异。2016至2018年为过渡期，同时涵盖旧、新课程体系的学生，二者平均分仍无统计学显著差异。但在2019至2021年实施新课程体系（CN）的阶段，本校学生与联盟学生的平均分出现了统计学显著差异。
结论：进度测试可为医学院的绩效表现提供洞察，并识别出可推动医学教育卓越发展的短板。结合本次研究的实践经验，可结合课程体系调整梳理本校参与TP-CO联盟以来的发展轨迹。