INTRODUCTION: Cognitive development is a complex process and more intense in medical training and needs to be monitored carefully and thoroughly. Several tools were created in order to monitor this process, including the global test (or situation) of knowledge, which aims to assess cognitive performance during the course, the course itself and to serve as training for academics for admission exams. Another form of training for qualification tests, widely used today are the Preparatory Courses (PC) for medical residency. OBJECTIVE: To analyze the influence and effectiveness of PC in cognitive gain of academics from biennial internship of a medical school. METHODS: Cross-sectional study, quantitative, with application of a test of situation to graduates who attend or not PC. RESULTS: 127 graduates performed the test, being 63 of the 1st semester and 64 of the 3rd semester. The mean overall accuracy was 5.1 ± 1.0 (5.0 ± 0.9 to 1st semester graduates and 5.1 ± 1.2 to the 3rd semester graduates, p = 0.533). Of the total graduates, 77.2% participated in PC, with the lowest proportion being the 1st semester graduates (65.1% vs. 89.1%, p = 0.001). There was no statistical difference in the cognitive performance of the interns related to the "attendance or not of PC" (5.1 ± 1.1 vs. 4.8 ± 1.0, p = 0.203). CONCLUSION: The test of the global type showed no statistically significant difference in cognitive performance of students from one grade to another, not showing in PC a differentiating factor in this type of assessment (multiple choice), putting in doubt the real influence and effectiveness of PC.
Internship and Residency; Education Medical; Educational Measurement; Education Medical Undergraduate
