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Navegando Dissertação por Orientador "Gomes, Patrick Abdala Fonseca"

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    A importância de uma sessão clínico-radiológica no curso de graduação médica
    (Centro Universitário do Estado do Pará, 2017) Silva, Alex Cezar Massoud Salame da; Gomes, Patrick Abdala Fonseca; Castro, Sinaida Maria Vasconcelos de; http://lattes.cnpq.br/4767038085471534; http://lattes.cnpq.br/6060836341247026; Tuji, Fabrício Mesquita; http://lattes.cnpq.br/8122254353290848; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Reis Junior, Leandro Passarinho; http://lattes.cnpq.br/8106073837131437
    Introduction and objectives: Medical training has been the topic of intense debates and reveals itself as a subject of extreme importance nowadays. It is imperative to qualify professionals from all health categories to provide comprehensive care, humanized and with responsibility for the continuity of the provided care. New learning scenarios currently recommended by the National curricular guidelines for medical courses propose, among some issues, the formation of a professional with critical and reflexive attitude facing their practice. On this new panorama of Brazilian medical education, there is a need to insert appropriate educational tools that can contribute to the development of a new medical practice. The teaching technique task-based simulation in Radiology and Diagnostic Imaging is more widespread and used in postgraduate teaching, particularly in medical residency. The objective of the study was to implement a methodological proposal for the teaching of Radiology in medical graduation, based on radiological interpretation, from clinical cases in a clinical-radiological session, using the most common imaging exams these days. Methods: 72 students distributed between the eighth and ninth semester of CESUPA (Centro Universitário do Estado do Pará) medical course were submitted to some questions (appendix I) after answering the Informed Consent Form (ICF). The eighth semester students were asked questions prior to any formal Radiology class. Those ones in the ninth semester replied after formal Radiology classes in the eighth semester and after two consecutive clinical sessions where some real cases with several associated imaging exams were discussed. Results: most of the students did not mention mammography or densitometry as a radiological imaging method. Several and complex clinical indications were cited, but some simpler and more common ones, such as, headache, sinusitis and cholelithiasis received almost no citations. 40% of the students did not know to conceptualize appropriately a radiological signal and 54% of them requested an examination without placing any patient’s clinical information. Regarding the risks and benefits of the imaging tests, the answers were divided between confirmation of clinical diagnosis, anaphylactic shock/ contrast, and ionizing radiation. Conclusion: The study showed that the current teaching method of Radiology and Imaging Diagnosis does not fully satisfy the need of scholars about the knowledge of imaging methods, its indications and limitations, its risks and the most alarming is about the request for examinations: they have not done correctly. The proposed clinical-radiological session aimed to fill part of this gap obtaining relative success in improving the interpretation of the imaging tests and contributing to radiological exams request in a clearer and concise way.
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    A percepção do docente do curso de bacharelado em educação física sobre as metodologias ativas como estratégias no processo de ensino
    (Centro Universitário do Estado do Pará, 2020) Silva, Moisés Costa da; Gomes, Patrick Abdala Fonseca; http://lattes.cnpq.br/6060836341247026; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Dias, Biatriz Araújo Cardoso; http://lattes.cnpq.br/6691738832729865
    Active methodologies come to present an innovative way of learning, in order to change the perspective within the classroom, the goal is that the teacher leaves the center of knowledge, and the student becomes active in the teaching-learning process. Therefore, the objective of the present study was to evaluate the perception of the teacher of the bachelor's degree in physical education about active methodologies as strategies in the teaching process. This is a descriptive cross-sectional and analytical study, with a quantitative approach carried out through the application of a structured questionnaire with closed questions to the professors of a private college in Belém-PA. Excel® 2010 software was adopted for data entry and table preparation, as well as BioEstat 5.0 for statistical analysis. Categorical variables were presented as frequencies and numerical variables using measures of central tendency and dispersion. The Chi-square test and the G test (Adherence) were used to verify the significance of the data, adopting an alpha level of 5% (p≤0.05). Participated in the research 14 teachers, of both sexes, where the predominance of the feminine sex was observed (57.1%), being the majority of the professors with master's degree (64.3%), 50% of the professors affirm to have received some type of training or qualification of the Higher Education Institution (HEI), only 28.6% of the teachers have a good concept in relation to the students' perception when using some active methodology strategy, 64.3% of the teachers feel partially prepared for the exercise of a new pedagogical project that establishes the use of active methodologies in the training of physical education professionals, most teachers like and use active strategies with the traditional as a teaching method in the classroom. It is concluded that although teachers use active methodology, a greater mastery of the tools is necessary, through the search for the professional himself, but also in the contribution of the HEI regarding the promotion of training and continued qualification.
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    Perfil do nível de realização de atividade física em estudantes do curso de medicina do Centro Universitário do Pará (CESUPA)
    (Centro Universitário do Estado do Pará, 2019) Rios, Paulo Marcelo Lopes; Gomes, Patrick Abdala Fonseca; http://lattes.cnpq.br/6060836341247026; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Farias, Alexandre Maia de; http://lattes.cnpq.br/5345971413199993; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097
    This research has sought to analyse the level of physical activity of medicine students from the Centro Universitario do estado do Para, in light of the importance of practicing physical exercises in all stages of life, especially at the stage of life the subjects find themselves and considering the many challenges they face at this stage in their lives. To undertake the evaluation, the students responded the International Physical Activity Questionnaire (IPAQ) which contains questions surrounding the students’ daily routine and their relationship with the practice of physical exercises. At the end of the questionnaire, the students were classed as: sedentary, irregularly active, active or very active. The result of the questionnaire made possible to identify how many students do not practice physical activity, how many do not practice enough physical activity, the motives behind students abstaining from practicing physical activities and the period in which they have more difficulty in maintaining an exercise routine, with the objective of creating solutions for these issues and examine in which way the institution can instigate positive change to reverse the sedentary behaviour of some students. Having regard to the relationship between physical activity and good academic performance, this study tackled the importance of physical activity for the student’s quality of life and the issues its absence may create for the student’s performance and general health. The data has been expressed in the form of average +-, standard deviation, median and interquartile deviation and 95% confidence intervals, as appropriate, and presented in tables or figures. The normality of the distributions was verified by the D'Agostino and Pearson Normality test. This paper evaluated 256 students, distributed from the 1st to the 12th semester. The results have shown that 45,2% of first-year students practice less physical activity than necessary for good health and school performance. In the second year, the number is 62% and in the third year, 56.9%. This trend only reverses in the last year of college, where the number of active or very active students is 50.1%. The study clearly showed the need for students to increase physical activity.