title: [Assessment for learning: experience in an undergraduate medical theoretical course].
abstract: BACKGROUND
  Assessment for learning is a paradigm that is taking shape in the field of medical education. This approach aims to embed the assessment process within the educational and learning process.
  
  
  OBJECTIVE
  To evaluate the impact of curricular changes, from a focus of assessment of learning to one of assessment for learning, in the perception of undergraduate students of medicine and their final grades obtained in a theoretical course (TCG).
  
  
  METHODS
  In the year 2011 lectures were reduced and intermediate assessments followed by a feedback session were introduced. The activities of each program course, surveys about student perceptions of the course and the final grades of students (assessments with multiple choice questions) were compared between the periods prior and after curricular changes (2005-2010 and 2011-2013).
  
  
  RESULTS
  As a consequence of curricular changes, time for lectures was reduced by 19.5%, time for summative assessments was increased by 8.5%, and feedback activity, occupying 7.3% of the course time was added. There were significant improvements in student is perceptions in all areas assessed by surveys, emphasizing feedback and assessments. The overall grade assigned to the course dictated after implementing the changes increased from 6.18 to 6.59 (p < 0.001, 1-7 scale). The grades of students also improved from an average of 5.78 to 6.43 (p < 0.001, 1-7 scale).
  
  
  CONCLUSIONS
  Assessment for learning achieved the desired educational impact without increasing the assigned curricular time. Programmatic assessment is favorably perceived by students.
authors.forename: Gonzalo
authors.initials: G
authors.lastname: Pérez
authors.forename: Eduardo
authors.initials: E
authors.lastname: Kattan
authors.forename: Luz
authors.initials: L
authors.lastname: Collins
authors.forename: Ana Cecilia
authors.initials: AC
authors.lastname: Wright
authors.forename: Tomás
authors.initials: T
authors.lastname: Rybertt
authors.forename: Agustín
authors.initials: A
authors.lastname: González
authors.forename: Marisol
authors.initials: M
authors.lastname: Sirhan
authors.forename: Nancy
authors.initials: N
authors.lastname: Solís
authors.forename: Margarita
authors.initials: M
authors.lastname: Pizarro
authors.forename: Marco
authors.initials: M
authors.lastname: Arrese
authors.forename: Alberto
authors.initials: A
authors.lastname: Sarfatis
authors.forename: Nicole
authors.initials: N
authors.lastname: Lustig
authors.forename: Juan Pablo
authors.initials: JP
authors.lastname: Arab
authors.forename: Jaime
authors.initials: J
authors.lastname: Labarca
authors.forename: Arnoldo
authors.initials: A
authors.lastname: Riquelme
mesh_terms: D003479:Curriculum; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D005762:Gastroenterology / Q000193:education*; D006801:Humans; D007721:Knowledge of Results, Psychological; D007858:Learning; D010465:Perception; D013337:Students, Medical / Q000523:psychology; D011795:Surveys and Questionnaires; D013997:Time Factors