Perceptions of undergraduate professors on evaluation in Gynecology and Obstetrics: a qualitative analysis

Abstract

Introduction: Evaluation in clinical settings has been a persistent challenge in medical education, intensified during the SARS-CoV-2 pandemic. In the Gynecology and Obstetrics (GyO) course, the lack of standardized criteria across hospital sites led to disparities in student grades, highlighting the need for uniform evaluation strategies. The abrupt transition to remote education transformed teaching and assessment dynamics, revealing both limitations and opportunities for innovation in medical education.

Objective: To explore faculty perception with the evaluation process in the GyO course during clinical rotations.

Method: A qualitative approach was adopted, using focus groups with GyO faculty. The interviews were analyzed through grounded theory, structuring the findings in a category tree.

Results: Three main themes emerged: (1) Adaptation to online education: remote teaching complicated interaction and limited clinical practice, although it enabled the exploration of technological tools. (2) Challenges in evaluating clinical practice: summative evaluation predominated, highlighting the need for greater clarity and balance with formative assessment. (3) Importance of faculty training: faculty emphasized the value of continuous professional development, particularly in the use of technology to enhance teaching and evaluation.

Discussion: The findings revealed the inherent difficulties of remote education, particularly in assessing practical competencies. Faculty training and the adoption of technological tools were deemed essential to optimizing educational quality.

Conclusions: Evaluation in the GyO course poses significant challenges, especially after the pandemic. A standardized approach and increased investment in faculty development are crucial to improving equity and educational effectiveness.