Navegando por Autor "Tork, Thalyne Anyelle da Silva"

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    Utilização de tecnologia leve-dura na promoção do feddback no processo de ensino no curso de medicina
    (Centro Universitário do Estado do Pará, 2019) Tork, Thalyne Anyelle da Silva; Pinto, Ana Rachel; Miranda, Ariney da Costa; http://lattes.cnpq.br/0967752058385887; http://lattes.cnpq.br/2268370803567328; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Ferreira, Ilma Pastana; http://lattes.cnpq.br/1650337093024641
    The use of technology positively favor slearning, providing an integration between students, teachers and institution, so that together work can overcome educational barriers, in this sense technology comes as a facilitator tool for this educational progress, and can be subdivided into technologies Light, Light-Hard and Hard. The aim of this study was to combine the effects of exposing a Leve-Dura (banner) technology on the frequency of request and feedback in the discipline Clinical Skills of the 2nd and 6th semester of the Medicine Course of the University Center of the Pará (CESUPA). To achieve these objectives, a descriptive, exploratory and quantitative research was developed using the following procedures: 2 questionnaires were developed to evaluate the conception about the feedback frequency of the students of the study course, before and after the exhibition of a Light-Hard technology (banner). The main results indicate that there is a low frequency for receiving and requesting and feedback. It was observed that the impact of the presence of the banner did not demonstrate effectiveness for the increase in the frequency of feedback requests, as well as the frequency of obtaining feedback from the teaching performance. At the end, we present considerations and suggestions regarding the possibilities of using informational technologies to strengthen the practice of feedback among students, with a view to improving medical education in the context investigated.