Mestrado Profissional em Ensino em Saúde - Educação Médica

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Navegando Mestrado Profissional em Ensino em Saúde - Educação Médica por Autor "Barreto, Bruno Acatauassú Paes"

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    Avaliação da aceitação de instrumento técnico auxiliar no manejo da sífilis em gestantes
    (Centro Universitário do Estado do Pará, 2018) Silva, Silvana Cristina Rodrigues da; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Araújo, Eliete da Cunha; http://lattes.cnpq.br/5906453187927460; Rojas, Márcia de Fátima Maciel de; http://lattes.cnpq.br/1926263861110172; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582
    INTRODUCTION. Every year, all around the world, the number of Congenital Syphilis (CS) is increasing. Last 2018 Epidemiological Bulletin of Brazil presented the national incidence rate of CS in 8,6 cases for every thousand born alive, very far from the target set by the American Health Organization (PAHO) that is 0,5 cases of CS for every thousand born alive up to 2015. Adequate and early treatment in pregnants is the most efficient manner to prevent CS. With the implementation of rapid test for syphilis in Basic Health Units (UBS), Ministry of Health (MH) aims to avoid diagnostic opportunities loss and adequate the treatment. Searching for improving health professional atuation who accomplish prenatal and favor doctor and nurse from Family Health Strategies (FHS) to answer doubts related to the management of syphilis in pregnant women, a technical instrument in disk form was developed, denominated “Disc for Diagnosis and Treatment of Syphilis in Pregnant Women”, based on MH flowcharts Protocols. Objective. Evaluate the technical instrument acceptance from medical professionals and nurses who perform prenatal care at the FHS in Belém city. Methodology. Research of descriptive character, qualitativequantitative in the management of syphilis specifically in pregnant women. Two different questionnaires were used for data collection, the first one was answered before the disk delivery in period of February and March 2018 with questions containing variables as professional position, sex, graduated time, level of study, and others related to the MH Protocol and syphilis in pregnant women. 156 questionnaires were answered followed by the delivery of 156 Discs. Second questionnaire was answered 4 months after Disc delivery, containing questions about the opportunity of using the instrument and as variables about its acceptance. Statistical Package for Social Sciences (SPSS) software was used, associations were calculated using the Chi-square test of adhesion and independence, interest variables, with significance level of 5%, to predict the result of Disc usage by professionals with the variables that proved to be significant in the tests. Results. In relation to questionnaire I from a total universe of 224 professionals, 156 questionnaires were filled out, majority of participants are nurses 24.4% and doctors 14.7%, female gender predominates 68.6% among both doctors and nurses with a general average of 7.5 years of graduated in both categories but with a slightly lower prenatal accomplishment experience, an average of 6.2 years. 115 (75%) reported have ever had doubts about a syphilis suggestive result in pregnant women and most said they do not know how to proceed with altered results for Sifilis. In questionnaire II, 50 questions were answered, being a sample with predominance of the feminine gender 30 (60%) and nurses 37 (74%), similar to the first phase, 70% of respondents said they had no difficult to handle the disc, 90% considered the disc useful or very useful, 95% affirmed that the disk contains all informations for proper diagnosis and treatment of syphilis in pregnant women, 94% would recommend its use to other professionals. Conclusion. Results demonstrate that the instrument created was well accepted by the surveyed professionals, and seems to fulfill the larger goal by which it was created, to be a tool for decision-making, improving the diagnosis of a pregnant woman with syphilis.
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    Avaliação do uso da metodologia de problematização pelos docentes do módulo de interação em saúde na comunidade
    (Centro Universitário do Estado do Pará, 2017) Pereira, Cybelle Cristina; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Ikuta, Yuji Magalhães; http://lattes.cnpq.br/8464078836149569; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297
    Introduction: Historically, the teaching of the medical profession was based on the eminently practical nature of the doctor-patient relationship, in which health problems are sought to be solved; this reality led to the teaching of problematizing methodologies. In the perspective of the socio-educational context within the health area, it is perceived that the Problem-solving Methodology emerges as a pedagogical strategy of possible efficacy by providing a connection and approximation of teaching with the reality lived in the health services. The Methodology of Problematization, based on the Arch of Maguerez, according to Bordenave and Pereira, presupposes a sequence of five stages which are interconnected: Observation of Reality, Key Points, Theorization, Solution Hypotheses and Application to Reality. Objective: To analyze the use of the methodology of problematization in the practice of the professors of the Module of Interaction in Health in the Community. Methodology: Consisted on a transversal study, with a qualitative approach through content analysis, with the help of Iramuteq software. Twenty professors from the Community Health Interaction Module of CESUPA participated in the study. Results and Discussion: After analyzing the four categories presented by the content analysis, it was possible to verify that the teachers understand in general the stages of the Arch of Maguerez and the necessity of the intervention of the students in the reality to be transformed. In addition, they perceive limitations and advantages in the use of the Problem-solving Methodology, but also present some hazy concepts regarding the use of the methodology. Conclusion: It is concluded that the MISC professors have knowledge and professional experience in relation to the application of the Problem Methodology, but it is necessary to have a higher qualification in relation to the subject, besides new studies that can deepen the teaching of Problematization in medical education.
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    Avaliação interpares: experiência de avaliação formativa no curso de enfermagem em uma instituição de ensino superior de Belém
    (Centro Universitário do Estado do Pará, 2020) Santos, Isabela Bonfim; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Peixoto, Ivonete Vieira Pereira; http://lattes.cnpq.br/0072766773987067; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Reis Junior, Leandro Passarinho; http://lattes.cnpq.br/8106073837131437
    This research questioned the theme Educational Evaluation, specially evaluation in superior degree learning. In academic scenery highlighted three functions from de evaluation to the learning: the diagnostic, the total amount and the formation. The formative evaluation aims to develop the constructive action and compromised to the learning, content in the evaluation inter-pairs the possibility to share responsibilities and work on the mobilization of the knowledge handling it to the abilities and attitudes. Objectives: valid a form of inter-pair evaluation aim to contribute to the practice of formative evaluation in the nursery course. Apply the instrument of inter-pair evaluation in hospital nursery module in the range; to know the students` perceptions about the tools of inter-pair evaluations. Problems searched: How do inter-pair evaluation might help in the development of effective and collaborative learning from the perception of the students? How does it characterize the perception of the students about inter-pair evaluation as part of the evaluation? Methodology: descriptive qualitative research in which the participants were students of 4th period of the course. Presenting the following methodological stages: presentation of the project to the group, conversation exposing what is formative evaluation, with the focus on the inter-pairs evaluation: accompanying classes with active methodologies and application of questionnaire to students, in which data will be submitted to analyses of the content. Results: most of the students (55,6%) believe in the potential of formative evaluation, but there are still many challenges to overcome, what leads to not always to feel safe to give feedback to the colleagues. 38,9% totally agree that feelings, such as feel safe, motivation, trust are demonstrated in contacts with colleagues, sharing knowledge and experience in a collaborative activity. although after passing through the process of inter-pairs evaluation after the use of active methodologies 38,9 experienced aversive feelings when faced the responsibilities about the learning of the other participants of the group. 50% agreed to have facilities to identify the deficiencies and potencies of their colleagues because the use of active methodologies help to individualize the needs of the students when working in groups, become easier the interaction student - teacher. Conclusion: we concluded that the way the students evaluate themselves, noticed that their learning, refer to the progresses, related to the objectives of learning, and drew new steps to learning constituted, the first references about the applications of tools of inter-pairs evaluation in the course and what it is capable to mobilize when we want a shared responsible learning. The scientific experience of the present study, the references in which we observed the effects of formative evaluation and the validation of the inter-pairs evaluation forms aim to contribute to the nursery course aiming the logic dialogical capable to recognize the potentialities, the fragilities and the possibilities of changing in the learning process.
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    O peer instruction (instrução por pares) como estratégia metodológica no ensino-aprendizagem da reanimação neonatal
    (Centro Universitário do Estado do Pará, 2020) Costa, Edilene Silva da; Dantas, Elza Ezilda Valente; Pinto, Ana Rachel; http://lattes.cnpq.br/2268370803567328; http://lattes.cnpq.br/3951303999926297; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Reis Junior, Leandro Passarinho; http://lattes.cnpq.br/8106073837131437; Teixeira, Renato da Costa; http://lattes.cnpq.br/3506765836592906; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097
    The theme The Peer Instruction (Peer Instruction) as a Methodological Strategy in the Teaching-Learning of Neonatal Resuscitation is linked to the research line of the teaching-learning process in the medical field, and aims at the methodological debate about the training of Resuscitation, currently based in its theoretical section, in traditional methodologies, through lectures, observing a great disinterest of the students. In this sense, try to seek alternatives for the teaching-learning process, used in the experimental character of the active PI methodology, associated with the Socrative online voting system, Objectives: to evaluate the level of learning, satisfaction and motivation about the neonatal resuscitation course, comparing students' estimates of traditional methodology and PI; Methodology: the subjects of this research were undergraduate medical students from the 5th year of CESUPA (Centro Universitário do Pará), studying the practical module of pediatrics at Hospital Divina Providência, where a research was carried out. The students were divided into four classes, two of which received traditional training and two received PI training, as classes were randomly randomized by students, a data collection was carried out over the six-month period (March to August/2019), were investigated through answers in the selection test of the neonatal resuscitation course choice, all students after a capacity response in a likert type questionnaire with their opinions on the methodologies employed. Results: the answers to the questions showed a similar level of learning in the two methodologies during the first round of voting, but in the second round, where the answers were 30-70%, the students talked to their peers and voted again, generating a statistically difference significant (p = 0.0065 *). It was observed that both methodologies are positive in training. The PI group achieved a statistically significant outcome in the answer I totally agree (p = 0.0325 *), the students of both methodologies disagree, mostly, that there are learning barriers in relation to the applied methodologies, and the PI group obtained a difference statistically significant in the answer I totally disagree (p = 0.0465 *). The theme that obtained the greatest statistical difference was the motivation generated in IP (p = 0.0021 *). The online voting carried out by the Socrative application was evaluated only by students in the PI group with a very significant statistical result in relation to their positivity (p = 0.0001 *). Conclusion: The PI achieved promising results, confirming itself as an innovative methodology, capable of generating significant learning.
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    Proposta de avaliação formativa para sessão tutorial de módulos clínicos
    (Centro Universitário do Estado do Pará, 2017) Azevedo, Élia de Sousa Santos Paranhos de; Carvalho, Ana Emília Vita; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945; http://lattes.cnpq.br/1981562999898097; Fernandes, Roseane do Socorro da Silva Matos; http://lattes.cnpq.br/0319739561703154; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040
    Throughout the learning process, formative evaluation occurs in order to identify and apprehend the modes of meaning that are being constructed along the educational process. To assess it is necessary to have instruments that guarantee teachers and students the understanding and the monitoring of their academic development. In this sense, the current study aimed to develop an instrument of formative evaluation for opening and closing of the clinical modules, whose descriptors meet the need of reflection and clinical knowledge in Medicine course. The research was developed in the Medicine course of the State of Pará University Center, a private institution of higher education that embraces Active Learning Methodologies. The sample consisted of nine tutors of teaching from the fourth year of the Medicine course. The following instrument was used to collect data: Questionnaire for assessment of the formative evaluation worksheet - Clinical Modules, teaching version. Data were quantified using BioEstat 5.5 software and results with p ≤ 0.05 were considered statistically significant. According to the results, the average age of participants was 40.1 years, with teaching time in higher education between eight months and 12 years. Regarding the characteristics of the descriptors more than half (55.6%) of the tutors considered that the descriptors used were clear and objective, 88.9% (p = 0.0367) reported that the worksheet helped in teacher-student assessment. Regarding the safety of providing feedback to the students, 66.7% of the tutors judged that the instrument accomplished this goal and 77.8% considered that the worksheet helped the students in understanding the feedback. It is important to have an evaluation instrument that meets the specificities of knowledge for clinical modules. As well as, to provide greater security in the evaluation process and feedback between teacher-student and student-student.