Navegando por Assunto "Ensino e aprendizagem"

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A percepção de graduandos de medicina na utilização de imagens como recurso metodológico no processo de ensino-aprendizagem
(Centro Universitário do Estado do Pará, 2022) Albuquerque, Lucas Eduardo Carneiro; Kawachi, Yuji Reis; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678
Introduction: The teaching and learning process can happen in different ways, with education having a very important role in transforming society in a positive way. In addition, the objective of teaching is to achieve a good formation and qualification of the student, with the school being an aid in this development. The constant production of knowledge and the increasingly application of technology, makes there is an inherent need to search for methods and models that aim to ensure practical application, instigating the search for solutions. The use of material such as manuals, formulated in an objective, utilitarian way, with images and easy to understand, plays an important role in health education. In addition, the participatory approach used in the construction of the educational material allows identifying the needs of the target audience, as well as indicating the content of the materials corresponding to their own demands. Objectives: to evaluate the consolidation of knowledge built in different learning scenarios (tutoring, clinical and morphofunctional skills), using a picture book as a methodological resource. Methodology: the study carried out was of the descriptive type, in order to analyze the consolidation of knowledge through notebooks containing figures related to the contents worked in the tutorial sessions, in the Morphofunctional Laboratory and in Clinical Skills. Participating in the research were undergraduates of the Medicine course of the 8th semester of the University Center of the State of Pará (CESUPA). Results: the present study analyzed the consolidation of the knowledge built in the thematic modules (Tutoring, Morphofunctional Laboratory and Clinical Skills) from the answers given by 22 students. 21 questions were elaborated. In these questions the score varied between 47.2% (the lowest) and 95.2% (the highest), the academics had a mean of 80.5% and a standard deviation of 12.5%. The percentages of correct answers did not present a normal distribution, and the median is representative of the class = 85.7%. Conclusion: It was found that the use of images in the teaching-learning process can be an instrument for acquiring and fixing content. Its purpose is to strengthen, in an illustrative way and based on the current literature, the recommendations and possible innovations that will enable the ability to transform acquired knowledge into constructed knowledge.
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.
Análise do aprendizado de anatomia humana em um curso de medicina com Aprendizagem Baseada em Problemas (ABP)
(Centro Universitário do Estado do Pará, 2019) Marques, Igor Gabriel; Cunha, Victor Menezes da; Penha, Nelson Elias Abrahão da; Oliveira, Wellington Pinheiro de; http://lattes.cnpq.br/4902455106917702; http://lattes.cnpq.br/5207645183090927
Objective: This paper aims to analyze the perception of learnig in human anatomy of the medical student along the PBL method in differents cycles of the course (basics and clinics). Method: This is an analytical and descriptive cross-sectional study wich have analyzed data obtained through a questionnaire, with directs responses using the Likert scale, applied to CESUPA’s students of the fifth and eighth semesters of the medical course, between november 2018 and march 2019. Results: When the answers was decomposed individually for questions per class, it was verified independence through the G-test. There were statistical significance for the questions 7 “Are you sure that the anatomical study developed through the active methodology, up to this moment of the course, was enough to complete the thematic modules?” (p = 0,0007), being the alternative B the most checked by the two classes and 8 ”Do you believe that the knowledge learned unitl here will be usefull for the practice at your profession as a general physician?” (p = 0.036), being the alternative A, the most checked by the two classes, then, the alternative B. The remaining questions were not statistically significant (p<0.05). Conclusion: The medical studens who learn anatomy through the PBL at CESUPA feel safe about the support of this subject in their way as a general practitioner and has a good degree of agreement that the learning developed in anatomy, was sufficient for the conclusion of each thematic module.
Avaliação da percepção discente sobre o ensino e aplicação prática da bioética em um curso de medicina na Amazônia
(Centro Universitário do Estado do Pará, 2021) Martins Filho, Heyder Calderaro; Guerra, Izabela Lamounier dos Martires; Mendes, Fabíola de Carvalho Chaves de Siqueira; http://lattes.cnpq.br/1890695030888456
The term "bioethics" was created by Potter in 1971. He wanted to associate the technological/biological knowledge with human beliefs which is extremely necessary in the development of knowledge and its practice. The study of bioethics still needs more application in medicine graduation courses over the country despite its development in the last few decades. Bioethics is very important for the medical education. Therefore, it is necessary to make an evaluation of its application as well as an evaluation of the disposition of students to apply it in their daily lives. The goal of this article is to make a qualitative and quantitative analysis of the bioethics learning process. It will also evaluate the perception of the students about the learning process over the graduation course and the influence on the students' attitudes. In order to do that analysis, the data was gathered through the use of a survey. The survey has been applied to students of medicine from the first to the eighth semesters in a private university in the city of Belém, Pará. According to the survey, the majority of the students has the theoretical knowledge about the principles of bioethics. Yet they struggle when theyneed to apply this knowledge on contextualized situations involving clinical practice. They usually perform better on a research context. Furthermore, the students know little about the difference between bioethics and medical ethic. Nonetheless, the students believe that the way bioethics is approached in the medicine graduation course is satisfactory. They also acknowledge its importance in the medical education. They understand that bioethics is mostly approached during the first semester of the course in classes such as MISC and Clinical skills. They think the existence of a formal class such as bioethics is important in their academic curriculum and the first and the last semesters of the course are great opportunities for classes like that. Despite the importance of bioethics, some students say they could not change their behavior after studying it.
Avaliação do conhecimento dos acadêmicos de um curso de medicina em Belém do Pará sobre cuidados paliativos
(Centro Universitário do Estado do Pará, 2021) Melo, Eliza Matos de; Oliveira, Luiza Helena Leão; Fernandes, Sweny de Sousa Marinho
Introduction: The definition of palliative care refers to the care practice performed by a multidisciplinary team for patients with life-threatening diseases. These cares should be started as soon as possible, right after the diagnosis, in order to prevent the suffering of the patient and their families. Therefore, knowledge of palliative care by medical students is essential so that, once they graduate, they can provide it, providing comprehensive and adequate care to the patient. Objective: To assess the knowledge of medical students about palliative care in the first, fifth, ninth and twelfth semesters of graduation. Method: This is a research with a quantitative approach, carried out at the Centro Universitário do Pará (CESUPA), on the João Paulo do Valle Mendes campus, headquarters of the Medicine course, Belém, Pará, Brazil. For data collection, a questionnaire containing open and closed questions about the knowledge of students about palliative care was used. Data Analysis: The database was built from Microsoft Excel 2016 and Word programs. All tests were performed using the BioEstat 5.5 program. Qualitative variables were described by frequency and percentage. The independence or association between two independent categorical variables was tested by the chi-square test and the significant associations were detailed by standardized residual analysis. Results with p ≤ 0.05 (bilateral) were considered statistically significant. Results: There was an evolution in the theoretical knowledge of students about palliative care during the semesters of the course, 77.5% of students do not feel able to work with palliative care based on the knowledge acquired in graduation, 73.3% of students know that this care does not apply only to situations of terminality in life, 70.8% of students are not able to recognize the appropriate time to start palliative care. Conclusion: It is necessary to boost the knowledge of palliative care of students in medical graduation, in order to train doctors to work in this care modality, which is still little known by health professionals.
Avaliação do conhecimento dos estudantes de medicina de uma instituição privada de ensino superior sobre a doença de Parkinson
(Centro Universitário do Estado do Pará, 2019) Machado, Bárbara Melina Rodrigues; Lima, Elaine Fernandes Melo Ribeiro; Sefer, Celina Cláudia Israel; http://lattes.cnpq.br/0218316102057635
Introduction: Parkinson's disease is among the main chronic and progressive neurodegenerative diseases affecting the nervous system and it is estimated that 1% of the population over 65 years of age is affected by this disease. In this way, it is essential to analyze the understanding that medical scholars have about the disease. Objective: To evaluate the knowledge of medical students from the 8th to the 11th semester of an institution of higher education on Parkinson's Disease. Methodology: Cross-sectional, analytical and descriptive study, using quantitative approach of questionnaire analysis applied to medical students distributed from the 8th to 11th period. After the data collection, the analysis was performed through the program Bioestat 5.0. Results: Most students (76.25%) had unsatisfactory levels of knowledge about the pathology. However, it was noted that the students have perception of the clinical picture, ease of diagnosis, as well as understanding about the pathophysiology of the disease and the initial treatment for the pathology. On the other hand, they have difficulty in monitoring, clinical segment of the patient and observation of side effects. Conclusion: The medical students participating in the study obtained a low level of knowledge about Parkinson's disease.
Avaliação do conhecimento dos graduandos de medicina de uma instituição de ensino particular acerca da conduta do paciente com AVE no serviço de urgência
(Centro Universitário do Estado do Pará, 2019) Sabóia, Cícero Alyson Dantas; Cunha, Karen Elita Marinho; Sefer, Celina Cláudia Israel; http://lattes.cnpq.br/0218316102057635
The stroke is the second leading cause of death worldwide and the leading cause of death in the adult population in Brazil. It usually affects people over 55 years of age and is one of the leading causes of disability in the world. Data from the Ministry of Health reveal that, in 2015, there were 100,520 deaths related to the AVE, constituting 7.95% of the total deaths in the country. Stroke is a clinical emergency and a short delay in your treatment may have important clinical implications. Therefore, it is necessary that the doctors have control over the matter and know how to conduct a patient with a stroke in the emergency department. Objective: To evaluate the knowledge of the medical students of a private higher education institution regarding the conduct of the patient with stroke in the emergency department. Methodology: A cross-sectional, descriptive study using a quantitative questionnaire analysis with 109 medical students from Centro Universitário do Estado do Pará (CESUPA), distributed in the fourth, eighth and eleventh semesters. The analytical statistic was used to evaluate the results through the G-tests and Chi-square Adherence for univariate tables and G-tests and Chi-square Independence for bivariate tables. Results: A total of 109 questionnaires were analyzed, being 36 of the fourth, 40 of the eighth and 33 of the 11th semester. There was a predominance of females (56%) and the age group of 22 to 23 years (32.1%). Students of the 11th semester (72.7%) were the ones who felt more secure to attend stroke victims in the emergency room. In addition, 99.1% of students consider it important to master the subject. The superiority of the 11th semester was noted in the following items: most common cause of stroke (87.9% of correct answers); signs and symptoms suggestive of stroke, except in the item "aphasia", in which eighth-semester students (95%) obtained more correct scores than the eleventh (78.8%); definition of onset of symptoms if patient wakes or is found with symptoms of stroke (69.7%); maximum time from onset of symptoms to thrombolysis (63.6%); blood pressure (BP), which indicates the use of anti-hypertensives in patients suffering from stroke (72.7%); and in all items of assertions of true or false. It is noteworthy that, in these assertions, a satisfactory result of the students of the 11th semester was observed in relation to the others. A relevant fact was the accuracy of 100% of these students about the information that the computed tomography (CT) of the skull can be normal up to 24 hours of the AVE. In addition, there is a partial evolution regarding the conduct in the case of suspected stroke, since there was evolution only in the items "CT of the skull or cerebral nuclear magnetic resonance (NMR)" and "Thrombolysis if ischemic stroke". There was no evolution in the items "acetylsalicylic acid (AAS)", "Measurement and control of blood glucose" and "electrocardiogram (ECG)". Conclusion: It is concluded that there is an evolution in the knowledge of medical graduates of CESUPA about the conduct of the patient victim of stroke in the urgency with the advancement of the semesters, but there are still gaps in theoretical and practical medical training on the subject proposed by the institution.
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.
Desenvolvimento de modelo anatômico tridimensional de sistema ventricular encefálico pelo método de manufatura aditiva por impressão 3D
(Centro Universitário do Estado do Pará, 2019) Monteiro, Bruno Moraes; Sousa Junior, Jefferson Luiz Sacramento de; Oliveira, Wellington Pinheiro de; Teixeira, Cláudio Eduardo Corrêa; http://lattes.cnpq.br/7448998858430931; http://lattes.cnpq.br/4902455106917702
The study of human anatomy is common to practically every medical school. Currently, this discipline has undergone reformulations in order to make this content more profitable, raising students' interest better. The impression by means of additive manufacture of anatomical pieces in 3D has been shown a possibility for this reality. In addition to being a novelty in the medical academic environment, 3D printing modeling opens up a range of opportunities in the production of new models, including pathological ones, for a greater technical and didactic collection in human anatomy classes, guaranteeing a low cost. This research aimed to create anatomical parts by means of additive manufacture by 3D printing of the brain ventricle system. The pieces were selected and worked on public domain software, produced by the 3D printer by the authors themselves, translated into a format in which it is possible to use them in human anatomy classes. Four anatomical pieces were printed in 3D of the brain ventricle system, one of them being the anatomical encephalic ventricles, a second one simulating these structures affected by microcephaly, a third similar, but demonstrating the involvement by hydrocephalus and, finally, a fourth piece, all disassembled anatomical ventricles for better demonstration of the creation of the pieces. At the end of this research, it was possible to make pieces using a 3D printer with a high degree of resemblance to the real models, respecting the anatomical and pathological size scales and anatomical and pathological domains evidenced in computed tomography and magnetic resonance, for hydrocephalus and microcephaly pathologies and their configuration anatomical pattern.
O cadáver na sala de anatomia: visão bioética e sugestão de alternativas ao uso de cadáveres em estudos anatômicos
(Centro Universitário do Estado do Pará, 2020) Negrão, José Virgilino Costa; Silva, Saul Moraes da; Penha, Nelson Elias Abrahão da; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; http://lattes.cnpq.br/5207645183090927
Human anatomy is a basic discipline for the training of health professionals. Its importance is indisputable in the training of health professionals, especially in medical training, but in view of the great technological advances, whether in new plastic materials, which emulate organic and in new computational tools, which already apply to all facets of human daily life and that are very well applied as methodological resources in the teaching of various scientific disciplines, there was acceptance of the replacement of the corpse in the study of this science. The present work had as objective: to know the opinion of medical students about the use of cadavers and their ethical and quality implications as a teaching-learning resource and proposition of a substitute methodology for their use. Methodology: the work is a descriptive, transversal, individualized, controlled, observational, randomized study. Sample 128 students, from the first to the eighth period of CESUPA's medical course, with a number of 16 students per class. Submitted to two questionnaires, among which two videos were shown, one on methodological resources for teaching anatomy and the other, a 3D animation of anatomy, using VR (Virtual Reality) glasses. Results: in the sample there is no gender predominance, the average age was 21.92 years (SD ± 3.91), of Christian majority, with 79.68%. Regarding the use of the corpse in the anatomy room and its importance, there was a tie between the answers, with 41 of the interviewees saying that its use was essential and the same number considered important, regarding the replacement of the corpse by technological resources, the vast majority manifested conversely, 82 of the interviewed. Conclusion: the results of this study reflect a conservative position, perhaps motivated by the tradition of using cadavers in the teaching of Anatomy, but there were some inconsistencies in the respondents' responses. Thus, it is necessary to invest in more research and programs, which can increase the availability of information about the applicability of new technologies in the replacement of cadavers in the Anatomy Rooms.
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 um guia teórico-prático de consulta de enfermagem no pré-natal para estudantes no ensino superior
(Centro Universitário do Estado do Pará, 2024-06-14) Matos, Flávia da Silva e Silva; Giraldi, Michaella Rocha; Amorim, Claudiane Santana Silveira; http://lattes.cnpq.br/1796401874440638; Verçosa, Marucia Fernandes; http://lattes.cnpq.br/6797149526961226; Britto, Lilia Pimenta de Moraes
INTRODUCTION: In the area of education, we observe that the use of technologies in the educational process are interconnected, making their use fundamental in the teaching-learning process. This reality can help undergraduate students access content more easily and quickly. OBJECTIVE: Develop an Educational Technology to assist Nursing students during practical Women's Health classes. METHODOLOGY: This is a methodological study, based on Falkembach's Instructional Design (2005), which allows the development of Educational Technologies, it is a descriptive study with a qualitative approach. Nursing students who are studying or have studied the subjects of Women's Health and Public Health were invited to participate in the research. RESULTS: This project resulted in the development of a theoretical-practical guide for higher education nursing students. So that, when its use is encouraged, it will produce an important improvement in the student's teaching and learning process and that a theoretical-practical guide focused on Women's Health is a facilitating instrument for the learning process during classes practices.
Reconhecimento de aspectos da genética médica na interpretação de casos clínicos entre discentes do curso de medicina do CESUPA
(Centro Universitário do Estado do Pará, 2020) Rodrigues, Aline da Silva; Pereira, Cláudio Amanajás; El Husny, Antonette Souto; http://lattes.cnpq.br/9324926030334345
Introduction: The prevalence of genetic diseases and congenital malformations in developing countries is equal or higher than in developed countries. Most of these diseases can be managed in primary care, since diagnostic confirmation methods are common to general medical practice, such as radiography, biochemical tests, ultrasounds and echocardiography. However, generalist doctors and medical students have a mistaken image that the Medical Genetics is a high-cost speciality; only practicable in highly complex hospitals. Therefore, it is necessary for Medical Genetics to become more present in the training of medical students, for the training of the generalist doctors who work in Basic Health Units, attentive to the screening of possible pathologies in the speciality. Objectives: Evaluate the knowledge of students of the Medical Course of CESUPA on Medical Genetics. Method: This is a cross-sectional, descriptive and analytical comparative study that consisted of data collection through the application of a questionnaire for students in the 1st, 2nd, 4th, 6th, 9th and 12th semesters of the CESUPA medical course, between the months of October and November 2019. The data were tabulated by the Google Forms platform and analyzed via Biostat with appropriate statistical tests. Results: The sample consisted of 135 students, approximately 15% of MD1, 15% of MD2, 20% of MD4, 23% of MD6, 10% of MD9 and 15% of MD12. In the general analysis of correct answers, there was a statistically significant difference (* p = 0.0067) in the average of correct answers between the groups participating in the research. The highest average number of correct answers came from students in the ninth semester of the course (9.1) and the lowest average number of correct answers (6.8) came from the sixth semester of the course, with an average of just 48.6% correct answers. Conclusion: The data analyzed allowed us to conclude that many students had contact with the specialty through tutoring only in the second semester of the course and then these subjects were little reviewed during graduation. Few students considered the family history as an element of anamnesis that is important for the diagnosis of genetic pathologies. This reinforces the need for the insertion of medical genetics in the clinical context for students. The study require a questionnaire validated in the literature. Because of its limitations, it is advisable to continue the presented study. To better validate the knowledge of genetics in the academic environment and the implications for the direction and approach of patients.
Reconhecimento de aspectos de genética médica na interpretação de casos clínicos: estudo comparativo entre docentes e discentes do curso de medicina do CESUPA
(Centro Universitário do Estado do Pará, 2020) Cardoso, Eduardo Felipe dos Santos; Morhy, Samuel Negrão Rodrigues; El Husny, Antonette Souto; http://lattes.cnpq.br/9324926030334345
The thought that the practice of medical genetics is an isolated action of the other specialties, that the geneticist is a professional away from the clinic and dedicated to laboratories is frequent. This is a mistaken idea, so many professionals still feel unable to provide diagnoses and/or conduct cases of genetic etiology in their clinical practice. Thus, we observe the need of this area in the formation of Primary Health Care, as well as its inclusion in the formation of future general practitioners. Objective: To describe the recognition of aspects of medical genetics in clinical practice among teachers and students of the Cesupa Medical Course. Methods: An observational, descriptive, comparative cross-sectional study was conducted at the University Center of the State of Pará (CESUPA) from October 2019 to March 2020. A total of 135 questionnaires of students and 39 teachers were evaluated. Results: The overall result of the correct questions presented a statistical difference, indicating a better performance for teachers 64.1% when compared to the semesters of the basic and clinical cycle and with the last semester of the course. Regarding the individualized results, 4 of the 14 questions applied presented statistically significant differences between the groups. The majority of teachers 84.6% were able to consider all clinical manifestations presented in the clinical case as coming from a single systemic disease and among the students this value was 90.4%. For 77.8% of the students family history is important for the diagnostic hypothesis, exceeding the 56.4% found for teachers. Among those who included medical genetics among the specialties to refer the case are 94.9% of the teachers and 29.6% of the students. Conclusion: The recognition of aspects of medical genetics in the clinical practice of students and teachers exists, but there is room for improvement. The expansion of the practical theoretical approach of Medical Genetics - in undergraduate studies - can have a positive impact on Medical Education and future professional practice, since, nowadays, all areas of Medicine are moving towards molecular and genetic aspects.
Saúde mental: uma narrativa sobre as realidades vivenciadas
(Centro Universitário do Estado do Pará, 2020) Nunes, Cícera Romana de Luna; Souza, Ivete Moura Seabra de; Rodrigues, Cybelle Cristina Pereira; http://lattes.cnpq.br/9540610661271303; http://lattes.cnpq.br/5318491010793081
Introduction: During graduation, the medical student is placed in direct contact with Mental Health from an early age. The context in which the student is inserted can interfere positively or not with the way he will deal with patients with mental disorders. It is worth mentioning that the student's mental health is influenced by these factors, hence the importance of working from an early age to prepare the medical student for such situations. The clinical management of patients with mental suffering is acquired over time, with the experiences lived. Objective: To narrate the experiences with Mental Health in various moments of the personal and academic journey. Method: Development in Portfolio format with a descriptive, critical and reflective narrative about the problem of mental suffering. Regarding ethical aspects, the present narrative did not carry out any interviews with anyone, so it was not necessary to submit to the Ethics and Research Council. Development: Often diagnoses that could be made go unnoticed by the student's unprepared eyes. In this paper I report personal and academic life experiences that had an impact on the way I face situations that are imposed on me. The portfolio was divided into 6 parts, each interconnected. Narrating experiences with situations that complement Mental Health care in people in different life cycles. Each care of patients with mental disorders portrayed here made me start to look differently for each one I attend. Final Considerations: I was able to conclude how necessary it is for each student of the course to go through similar experiences throughout their academic life, however that they have a previous and continuous preparation for such experiences to have positive effects on professional trainin.