Mestrado Profissional em Ensino em Saúde - Educação Médica

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Navegando Mestrado Profissional em Ensino em Saúde - Educação Médica por Autor "Furlaneto, Ismari Perini"

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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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    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.