Mestrado Profissional em Ensino em Saúde - Educação Médica

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

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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.
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.
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.
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.
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.

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