Mestrado Profissional em Ensino em Saúde - Educação Médica

URI Permanente desta comunidadehttps://repositorio.cesupa.br/handle/prefix/11

Navegar

Agora exibindo 1 - 5 de 5

A morte na formação médica: oficina de leitura literária como estratégia humanística no ensino em saúde
(Centro Universitário do Estado do Pará, 2020) Sakai, Ana Paula Ferreira Silva; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803; Moraes, Niele Silva de; http://lattes.cnpq.br/1140706468939596; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Conde, Simone Regina Souza da Silva; http://lattes.cnpq.br/3375802140515152; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678
Introduction: Death and the process of dying permeate the daily lives of many health professionals, who are usually in contact with patients at the end of their lives and who die under their care, constituting one of the most challenging clinical experiences. Thus, the reflexive exercise should be stimulated from graduation, so that academics become doctors capable of recognizing their attitudes and building integrated technical knowledge, through activities that stimulate the cognitive, affective and psychic domains, leading to humanization practices. Objectives: To carry out the workshop of literary reading with academics of Medicine, as a strategy to humanize and promote changes in the conception about Death and the process of dying of patients. Method: A transversal, observational, descriptive study, with a qualitative approach, with the realization of the workshop of literary reading of the book "Death is a day worth living", by Ana Claudia Quintana Arantes. For data collection, semi-structured interviews were used, individually, before and after the workshop, recorded and transcribed for analysis purposes. The workshop and the interviews took place at the Medical Course of CESUPA, from June to September of 2019, after the approval of the project by the Research Ethics Committee of CESUPA. Medical scholars attending the seventh, ninth and eleventh periods were included, after signing the Free and Informed Consent Term and their names were preserved by codenames. Results: The interview before the workshop defined six thematic categories (definition of death, dignified death, preparation during graduation to deal with death, art in medical training, reading habit and acceptance); the post-workshop interview defined five thematic categories (definition of death, dignified death, literary workshop in academic training, the workshop experience, suggestions for the workshop). Correlated to these two moments, the most significant results were: difficulty in defining death, which occurred more safely after the workshop, with changes in conceptions on the subject; about dignity when dying (without feeling pain, without suffering from obstinacy in prolonging life at all costs, with technical and humanized assistance, good doctor-patient relationship, having self-knowledge and self-control to take care of the other, exercising the patient's right to information); about the preparation during graduation to deal with death (the subject of death is little addressed); about the contribution of the workshop to the academic formation (perceived as important, especially by the way the book was read: shared reading); about the contribution of art to medical formation (art is positive and collaborative); about the habit of reading (the medical course takes up a lot of life time and most of the reading is technical); everyone expressed their desire for its curricular implementation of the workshop, with extension of the time for discussions and conversation wheel. Conclusion: the workshop on literary reading proved to be a methodological strategy potentially promoting the sensitization of academics to the humanization in health, in the context of Death and end of life care.
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.
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.
Competências na coleta do exame preventivo do câncer do colo uterino de graduandos do curso de enfermagem
(Centro Universitário do Estado do Pará, 2020) Olivi, Clara Ozeny Lima; Caldato, Milena Coelho Fernandes; http://lattes.cnpq.br/9477878606835309; Pereira, Cynthia Mara Brito Lins; http://lattes.cnpq.br/3186657130674078; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Santana, Mary Elizabeth de; http://lattes.cnpq.br/6616236152960399
As a result of the screening of the precursor lesions of uterine cancer being the responsibility of the nurse in Primary Care, it is essential to deepen and appropriate the correct examination technique that detects the injury early. Therefore, when nursing students graduate, they should be able to perform the oncotic colpocytology exam. The oncotic colpocytology exam is useful in screening for cervical cancer lesions. Exam collection requires manual skill through practice and mastery of the correct technique. Therefore, the importance of the nursing student having a supervised internship in Primary Health Care to have the opportunity to acquire learning and minimal skills to perform the exam. The general objective of the present study was to identify the level of competence in the collection of the preventive exam of cervical cancer among Nursing students taking the supervised internship. Method: The study presented a quantitative approach and performed in the year 2019. 80 (eighty) students from the 9th semester of the Nursing Course at the University of the Amazon participated during three months of supervised internship in Primary Health Care. Twenty-one competencies in the collection of oncotic colpocytology exam. From the application of a checklist during the supervised internship, each student was evaluated five times. Results: The evolution of the minimum competencies of the nursing student during the five collections of the oncotic cytology exam was notorious. From the third collection, it was observed that 41.3% of students with unsatisfactory performance, there was a reduction to 5% in the fourth collection. In the fifth collection of the exam, 92.5% of students reach a satisfactory exam technique. Therefore, it suggested implementing the checklist during the collection of the oncotic cytology exam in the supervised internship, so that each student has the opportunity to make at least five collections.
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.

Navegar

Navegando Mestrado Profissional em Ensino em Saúde - Educação Médica por Autor "Dantas, Elza Ezilda Valente"