Assessment in medical education from the virtual context: a systematic review
Abstract
Assessment is one of the most studied topics by the scientific community due to its complexity and impact on learning. In virtual contexts, assessment has been a focal point of analysis in several higher education studies to understand its implementation with the benefits offered by technologies. While contributions on this topic are applicable to all educational enviroments, assessment can differ based on specific didactic and pedagogical factors, such as in medical education. Consequently, there is a lack of theoretical research determining trends in assessment in medical education in virtual contexts. This research aims to address this theoretical gap through a systematic review. The PRISMA protocol was applied to studies in the Web of Science Core Collection (2018 - May 2023) and a content analysis of scientific literature (n = 46) was conducted. The results showed similarities in evaluative trends in virtual contexts both in higher education and medical education. It is concluded assessments using multimedia resources, online exams, gamification, video conferencing, educational platforms, and flipped learning are evaluative trends in virtual contexts similar to general education studies. However, assessment based on simulations, artificial intelligence, virtual and augmented reality are the most pronounced trends in medical education.
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