Mestrado Profissional em Ensino em Saúde - Educação Médica

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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 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.
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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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    Construção e validação de manual educativo para o uso no processo de aprendizado acadêmico em fisioterapia após artroplastia total do joelho
    (Centro Universitário do Estado do Pará, 2017-12-18) Esteves, Tiago Costa; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Cavalcante, Érica Gomes do Nascimento; http://lattes.cnpq.br/6296398919595807; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Rocha, Rodrigo Santiago Barbosa; http://lattes.cnpq.br/4119162366965074; Domingues, Robson José de Souza; http://lattes.cnpq.br/9892890507517226
    Introduction: The growth of the elderly population in Brazil has increased the cases of degenerative diseases such as osteoarthrosis, and in more severe cases the treatment is performed through knee total arthroplasty surgery. Physical therapy is extremely important for the return of functional activities of these patients. Objective: this research is the construction and validation of an orientation manual applied to total knee arthroplasty for the students of the Physiotherapy course. Materials and Methods: This is a cross-sectional, descriptive study whose sample consisted of 139 students from the Physiotherapy course of the University of Amazônia (UNAMA) and 11 judges. In the first moment studies were carried out that subsidized the construction of the manual; in the second, for validation of the content of the manual, the judges received a questionnaire with 7 closed questions referring to the primordial items of the manual with scores according to the modified Likert scale, which proposes five levels of answers and in the third one, the manual to students through an expository class for analysis performed through a questionnaire with closed questions containing 07 objective questions of multiple choice based on a modified Likert scale with five levels of answers. Results: For the descriptive representation of the data, tables were elaborated, using the Microsoft Word® Software, representing the absolute and relative frequencies of the categorical variables. The preparation of the manual was based on the illustrative and textual description of the protocol of physiotherapeutic intervention in patients submitted to total knee arthroplasty including in the hospital and outpatient phases. Discussion: The opinions of the judges regarding the items contained in the manual on physiotherapeutic interventions and the student satisfaction index were compatible with data from other studies that used the same methodological tool. Conclusion: in light of the results and the discussion, it is concluded that the manual developed as didactic resource can be considered valid by the specialists, as well as by the students, making possible the contribution in the teaching-learning process during the academic training of these future health professionals.
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    Percepção dos estagiários do curso superior de tecnologia em radiologia sobre as medidas de radioproteção: vídeo-arte
    (Centro Universitário do Estado do Pará, 2018) Cantuária, Aline de Souza; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803; Soeiro, Ana Cristina Vidigal; http://lattes.cnpq.br/6698869828155009; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Gomes, Patrick Abdala Fonseca; http://lattes.cnpq.br/6060836341247026; Castro, Sinaida Maria Vasconcelos de; http://lattes.cnpq.br/4767038085471534
    The objective of this study was to describe the perception of the students of the Superior Course of Technology in Radiology about the measures of Radioprotection regulated by Portaria 453/98. In order to carry out this study, a questionnaire was drawn up to evaluate a causative sample of 27 participants invited to spontaneously participate in the research, all of whom were beginners of the practice at the stage. The mean age was 28.44 years and standard deviation was 7.29 years. Homogeneous data were observed, since the coefficient of variation is 25.62 (CV <30%). The data were collected through the application of the questionnaire, resulting in a quantitative, transversal and descriptive analysis about the importance of radioprotection. Fisher's chi-square or exact test was used for association analysis. One can conclude significant results of knowledge gaps on radioprotection, and a perception of boring and merely decorative teaching methodology. Thus, as a tool for intervention in teaching, there was the production of a video-art as a promotion to improve the theoretical-practical articulation of the teaching-learning process.
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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.