Navegando por Assunto "Ensino e aprendizagem"

Agora exibindo 1 - 20 de 32

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 importância do processo ensino aprendizagem no módulo de interação em saúde na comunidade na percepção dos acadêmicos de medicina em uma Instituição de Ensino Superior no estado do Pará
(Centro Universitário do Estado do Pará, 2025-05-28) Pessoa, Anna Karolina de Menezes Mangueira; Reis, Maryelly Damiana Oliveira de Carvalho dos; Pinto, Raquel Machado; Silva, Mariana do Socorro Quaresma; Santos, Roseane do Socorro Ferreira dos; http://lattes.cnpq.br/0319739561703154; Souza, Ivete Moura Seabra de; http://lattes.cnpq.br/5318491010793081; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582
In accordance with the teaching and learning evolution process, guided by the needs and changes experienced by society, as well as by the rules of the National Curricular Guidelines, medical schools have begun the process of inserting students into Basic Health Units since the first semesters of the course as a way of mediating their contact with the Unified Health System, aiming at approximation, recognition of limitations, advances and identification of the impact of this practice on the training of future general practitioners who will possibly work in the Unified Health System. The main objective of this study is to analyze the perception of medical students about the importance of the teaching and learning process in family and community medicine, since medical students are predominantly from a higher socioeconomic level and, therefore, many may not be familiar with the situational reality of a large part of the population to which they will provide care. Thus, methodologically, this is a cross-sectional, observational, descriptive study with quantitative components – continuous and discrete – and ordinal qualitative components with data collected from a specific form with responses using the Likert scale in the period from March to June 2024, which analyzed the perception of students, from the second to the eighth semesters, about the proximity of professional training to the principles and guidelines of the Unified Health System, the contribution to critical reflective training, with regard to home visits, territorialization and connection with the community and team, in addition to analyzing the students' view regarding the contribution of the module to their performance and safety in professional life. A total of 282 responses were analyzed, from a total of 560 students regularly enrolled between the second and eighth semesters of the course, whose predominant sex was female (64.2%). All coefficients were statistically significant and positive, reinforcing the importance of the MISC (Community Health Interaction Module) in aspects such as the recognition that the module promotes practical integration with the principles of the SUS, especially as the course progresses. It is concluded that the Community Health Interaction Module constitutes a crucial module in the training process of general practitioners, promoting practical integration with the principles of the Unified Health System and in the development of critical reflective skills, promoting a holistic medical practice and an aptitude for teamwork, indicating the relevance and positive impact on the education of medical students.
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 da percepção dos alunos de medicina sobre o método clínico centrado na pessoa: dimensão cuidar e compartilhar
(Centro Universitário do Estado do Pará, 2025-05-28) Ricci, Débora Farias; Silva, Jullyana Nascimento; Santos, Marina Brito dos; Coelho, Érica Furtado Azevedo; Souza, Ivete Moura Seabra de; http://lattes.cnpq.br/5318491010793081; http://lattes.cnpq.br/5221363260090560; Romeiro, Janaína Cunha; http://lattes.cnpq.br/5894499630718939; Santos, Roseane do Socorro Ferreira dos; http://lattes.cnpq.br/0319739561703154
This study aims to avaluate the perception of medical students about Patient-centered Clinical Method, highlighint the Sharing and Caring dimensons of the Patient-Practitioner Orientation Scale (PPOS), associating the average scores with the semesters from Centro Universitário do Estado do Pará (CESUPA). The research was held between February and December/2022 and was analysed between June/2023 and June 2024. It was approved by the Ethics Comittee according to the resolution n° 466/12 under the approval n° 5.635.569. The data collection happened through questionnaires applied in classrooms and on Google Forms. The results: the highest scores in the Sharing scale came from fourth, seventh and eighth semester. The fourth semester had the highest score, with 46 participants, a score of 4 and a standard deviation of 0,0293 - revealing a narrow variation between the students and a high consistency of data. In contrast, the eighth semester didn't fulfil the expectations, obtaining a similar score to the others despite the educational project indicating that at this point the students had already had classes dedicated to said theme, which may indicate dificulties to apply theoretical concepts in real life. On the Caring scale, the highest scores belonged to the first, sixth and fifth semesters, with the first semester being the highest; exposing the positive impact of the initial curriculum and the early exposure to patients. However, the third semester had lower results, probably due to the low number of participants - 13 students. The Caring scale had an average score of 4,4 and standard deviation of 0,088. Lastly, all semesters where graded as moderately patient-centered. In order to achieve better results, highly patient-centered, improvements like the enhancement in teaching and teacher training may be applied, as well as the development of new methodologies and revision of teaching practices.
Análise da utilização do simulador Body Interact™ no processo de aprendizagem no curso de medicina do CESUPA
(Centro Universitário do Estado do Pará, 2025-05-26) Avertano-Rocha, Manoella Octavia Leopoldina Maria; Ferrari, Marina Figueiredo; Rodrigues, Natália Francisca Damasceno; Siqueira, Claudia Regina Dias; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; http://lattes.cnpq.br/6013946222269824; Guerreiro, Gustavo Pampolha; http://lattes.cnpq.br/7553169616952489; Andrade, Selma Parente Sousa; http://lattes.cnpq.br/4429392453942556
Introduction: Realistic simulation is an innovative tool in medical education, allowing students to practice technical and behavioral skills in safe environments that replicate real scenarios. This methodology combines theory and practice, facilitating deep learning and the development of essential competencies to face complex situations. Simulation originated in fields such as the military and aviation, and in healthcare, it has evolved from the use of anatomical models to advanced simulators, such as Body Interact™, which offers virtual scenarios for clinical decision-making. This approach improves students’ preparation by offering controlled experiences that ensure safety for both future doctors and patients. Objective: To analyze the learning process of medical students before and after using the Body Interact™ simulator. Method: This is an observational, longitudinal study with pre- and post-intervention, using a quantitative data analysis approach. The study included 30 students regularly enrolled in the eighth semester, in the module “Professional Skills VIII (HP8)” of the medical course. In the demographic profile of the sample, females predominated (56.7%) and ages ranged from 18 to 25 years (66.7%). Only 13.3% of participants had prior contact with the virtual simulator. Data collection, after signing the informed consent form, occurred through questionnaires completed by undergraduates exposed to the Body Interact™ virtual simulator. Results: Based on the total frequency of responses, students showed improvement in knowledge and management of acute respiratory failure, with an increase in the percentage of correct answers ranging from 63.6% in the pre-test to 80% in the post-test, and from 61.2% to 65.2% in the debriefing stage. According to the Satisfaction and Self-confidence Scale, there was high agreement with the statements (above 50%). Conclusion: The use of the simulator significantly increased knowledge, even among those with no previous familiarity with the tool. The improvement in correct responses was significant in two items, with tendencies toward improvement in others. The simulation favored the organization and sequencing of actions, improved clinical reasoning, and enhanced the learning curve. Additionally, students showed greater self-confidence after the experience, confirming, therefore, the need to further study the topic.
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 do processo ensino-aprendizagem do eletrocardiograma na graduação médica
(Centro Universitário do Estado do Pará, 2021) Holanda, Vitor Bruno Teixeira de; Miranda, Ariney Costa de; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; http://lattes.cnpq.br/0967752058385887; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Bacelar, Herick Pampolha Huet de; http://lattes.cnpq.br/3310315262508382; Portella, Marcia Bitar; http://lattes.cnpq.br/9865172579876286
Medical teaching of the electrocardiogram is a worldwide challenge, there is still no methodology considered as the “gold standard”. With the advent of the new National Curricular Guidelines, the need to learn basic diagnostic methods is clear. General Objective: Evaluation of the methodology applied for teaching electrocardiogram interpretation, in the undergraduate medical course at Centro Universitário do Pará. Specific Objectives: To identify the teaching-learning process of the electrocardiogram in the 3rd semester of the CESUPA Medicine course. Describe, from observation, the methods used by teachers to teach the electrocardiogram within the Medical Pedagogical Project of CESUPA in the Clinical Skills Module of the 3rd semester. Develop an illustrated script based on the results obtained, which facilitates the understanding and learning of the ECG. Methodology: This is a descriptive, cross-sectional observational study, with a quantitative and qualitative approach. The present study observed a group from the Clinical Skills Discipline of the Medical Course of the University Center of the State of Pará (CESUPA), from the academic period of the 3rd semester, in which the teaching of the electrocardiogram is introduced. Data collection was performed through the application of the semi-structured, quantitative and qualitative questionnaire based on the Likert scale. The applied method was the triangulation of the perception of the observer, teachers and students. Results: In the students' responses, it can be seen that the percentage regarding the statement “if active methodology was applied during the teaching-learning process”, obtained a greater amount of concordant response 5 (63%) and 4 (15.79%). A higher percentage was obtained among the concordant responses, 5 (35.09) and 4 (31.58%), for the statement "there are stimuli for memorizing the measurement values", calling attention to the percentage of responses "I do not know how to give an opinion. as for the answers to affirmative “there is an emphasis on understanding the stimuli that give rise to electrocardiographic waves”, there was 91.22% disagreement. In the teachers' reply “was an active methodology applied during the teaching-learning process?”, There was a 100% response, I totally agree, and we had two justifications. The responses to statement 5 demonstrated the perception of not achieving the ideal result in the teaching-learning objective of the electrocardiogram. As for the observer: there was complete agreement with statements 2 and 3 only, completely disagreeing with the statement “the students demonstrate the ability to assess whether the ECG was well performed”. Conclusions: The search for better efficiency was evident, mixing traditional and active methods and tools, in the quest to achieve the pedagogical objectives. However, in the identification of the teaching-learning process, the ability to stimulate creation and evaluation in Bloom's taxonomy was lacking.
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.
Construção de instrumento de avaliação das habilidades comportamentais em simulação realística na graduação em medicina
(Centro Universitário do Estado do Pará, 2019) Andrade, Selma Parente Sousa; Miranda, Ariney Costa de; Pinto, Ana Rachel; http://lattes.cnpq.br/2268370803567328; http://lattes.cnpq.br/0967752058385887; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Caldato, Milena Coelho Fernandes; http://lattes.cnpq.br/9477878606835309; Corrêa, Cláudio Eduardo Teixeira; http://lattes.cnpq.br/7448998858430931; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945
Introduction: Adequate training of the technical, and non-technical medical students skills is required, especially in a medical emergency situation, since training suitable professionals how to conduct serious cases significantly reduces the occurrence of mistakes and damages to the patient. Real-simulation-based learning allows the trainee to be prepared on how to deal with critical situations before contacting actual patients, particularly during the emergency context. Some non-technical or behavioral skills can be especially hard to be taught and trained. For this reason, the use of specific tools like behavioral checklists or scripts, become relevant to favor this task. It is crucial to mention that such tools should also be linked to the student's reality. However, as such tools are currently unavailable in our teaching institution, we have chosen to build one, based on existing scales in the literature. Objective: The aim of this study was to create a behavioral checklist applied to the realistic simulation environment of the urgency and emergency module from CESUPA medical course. Methods: For this reason, a literature review was carried out on the undergraduate competences and currently validated scales in the health area that addressed the main behavioral skills of the medical professional. From then on, the checklist developed was evaluated by four judges and applied to the students of the boarding school in Emergency and Emergence of CESUPA. The analyzed data was treated using descriptive statistics, expressed as median, interquartile range, percentiles and 95% Confidence Interval. Results: The generated checklists have been filled by a total of 30 students, from which 28 have been selected. Attitudes related to 'communication' skills have been significantly more frequent than those related to 'teamwork'; when students' performance involved 'airways' (p = 0.0195),' polytrauma '(p = 0.0011) and 'acute coronary syndrome' (p = 0.0490). In simulated cases of 'thoracic drainage' the frequency of ‘leadership’ behavior have shown to be significantly higher than those of ‘teamwork’ (p = 0.0022). Conclusion: 1. Communication, leadership and teamwork were considered three essential behavioral skills to be applied in our tool (checklist), in order to aid realistic high fidelity simulation activities at the urgent and emergency internship of CESUPA’s medical school. 2. The checklist built as a product of this work will be used as an auxiliary tool in our scenarios for analysis and behavioral discussion during debriefing and it may also be modified, adapted and improved for posterior use in different activities in our institution. 3. We believe those studied behavioral skills might have their anticipated training in related activities through in diverse contexts in order to provide greater mastery from our students.
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.
Elaboração e validação de protocolo de avaliação de competências clínicas para residentes do Programa Multiprofissional de Urgência e Emergência
(Centro Universitário do Estado do Pará, 2022) Lameira, Vanessa Cristiny Coelho; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945
The Multiprofessional Residency in Health (RMS) is a lato sensu postgraduate course and aims to train professionals to work in the SUS in a different way, as it develops interdisciplinary construction, teamwork and the reorientation of logics in these individuals. techno-assistance. Each course has its peculiarity, but assessment is an integral part of the teaching process. The evaluation of the residents must take place through the interaction between educators and the student, in a procedural way, seeking to identify problems that arise during the teaching-learning process and to solve them. The present study aimed to develop and validate a protocol to assess the clinical competences of residents of the Multiprofessional Urgency and Emergency Residency Program. This is a methodological study, of an applied nature, which included bibliographic research and a quantitative approach. The project was considered by the Research Ethics Committee of the University Center of the State of Pará (CESUPA) and approved under Nº 4,815,821, CAAE: 47940821.0.0000.5169. Data collection started only after approval, and the signing of the Free and Informed Consent Term (ICF) by the research participants. The individuals were studied respecting the norms of research involving human beings, according to Resolution 466/12 of the National Health Council, the Nuremberg Code and the Declaration of Helsinki. The target population of this study consisted of current preceptors and residents of the Trauma Urgency and Emergency Multiprofessional Residency Program, in addition to other professionals identified with expertise in the area (judges), as they constitute the public that uses the instrument to evaluate (preceptors) or to monitor their performance during the course (residents). The collected data were entered into an electronic spreadsheet using the Microsoft Office Excel 2019 and BioEstat 5.5 programs, and results with p≤0.05 were considered statistically significant. As the instrument was validated in relation to the proposed item (content) in the first evaluation round, obtaining an overall S-CVI of 0.99, a new evaluation was not required from the judges. The overall objective was successfully achieved. It is concluded, therefore, that this study contributed significantly to the evaluative practice of residents, carried out by preceptors, clarifying for residents and preceptors the items evaluated, in an objective and transparent way.
Elaboração e validação de um produto técnico-tecnológico para auxiliar na aprendizagem de competências mínimas para o estágio em ambiente hospitalar na graduação de fisioterapia
(Centro Universitário do Estado do Pará, 2022) Bastos, Jakeline de Oliveira; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097
Introduction: To begin the hospital internship, inside the Intensive Care Units (ICU), Physiotherapy students need to be aware and how to conduct themselves, which are the basis for their introduction into this new learning environment, based on the National Curriculum Directive of the Physiotherapy course and on the Federal Council of Physiotherapy and Occupational Therapy. Objective: This study aimed to elaborate a didactic-pedagogical product about the minimum competencies for the internship in ICU in undergraduate Physiotherapy. Method: The 1st stage of the study consisted of a cross-sectional exploratory and descriptive research, in which 21 physical therapists who work in the supervised hospital internship area participated. Data collection was by means of the 'Snowball' sampling technique. Data were analyzed using descriptive statistics (frequency, percentage, mean, median, standard deviation). The 2nd stage consisted in the elaboration of the educational TTP, based on the literature survey and the cross-sectional survey. The 3rd stage was composed of the validation of the video script by expert judges and evaluation by the target audience. The proposed product was the production of an animated educational video as a teaching-learning tool in the ICU environment for physiotherapy students. The objective was to prepare the students for their introduction to this environment. Results: The results showed a tendency towards agreement between the expert judges and the target audience to the validation instruments, with a positive evaluation. The TTP (educational video) was organized from the following themes: Modes and ventilatory parameters: orotracheal tube, tracheostomy, NIV; Drugs: vasoactive, sedatives; Exams: imaging, laboratory; Hemodynamic parameters: heart rate, respiratory rate, O2 saturation, blood pressure, temperature; Water balance: negative and positive; Hospital transport: physiotherapeutic assessment during intra and inter hospital transport; Humanistic training. Each theme has a brief thematic outline and the possibility of deepening the theory can be through the bibliography available at the end of the video. Conclusion: Considering that the internship in ICU requires technical and humanistic skills relevant to patient care, it is expected that the PTT (educational video) can contribute to behavioral changes in physiotherapy students, enhancing the assistance provided and giving value to the effective work and care processes.
Métodos ativos de ensino e aprendizagem e desenvolvimento docente em cursos de graduação na cidade de Belém
(Centro Universitário do Estado do Pará, 2019) Abreu, Clissia Renata Loureiro Croelhas; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Reis Junior, Leandro Passarinho; http://lattes.cnpq.br/8106073837131437; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582; Teixeira, Renato da Costa; http://lattes.cnpq.br/3506765836592906; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040
Introduction: The innovative conception of education presupposes new pillars: learning to know learning to do, learning to live together, and learning to be, which have highlighted the need to reconstruct the relationship between teaching and discourse in the teaching-learning process creating a new environment for both teacher and student. Problems: The research was guided by the following epistemological questions: How do teachers perceive their professional development from the use of active methodologies in their teaching practice in higher education? How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development?How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development? Objectives: To analyze the use of active methodologies and their effects on the development of higher education teachers by proposing a technical note. Identify how teachers plan to perform teaching activities in courses that use Active Methods. Identify which formative practices contribute to their development as a teacher. Map the potentialities and weaknesses faced by teachers in the development of learning from Active Methods. Verify the challenges faced by teachers in working with active methodologies. methodological approach: qualitative research and was supported epistemic use of bibliographic research, document and data collection with the application of mixed questionnaire to participants. Results: The first results indicate the prospect that working with active methods of teaching epistemology imply a review. The definition by the active method teachers was represented by the following keywords: Protagonism 38.89%, innovative 27.78%, Challenger 11, 11%, Effective 11.11%, paradigm shift 5.55% and knowledge building 5 , 55%. The most used methodologies TBL 77.8% reported using this methodology, 72.2% use PBL, 66.7%, seminar 38.9%, Integrated Panel 33.3%, Gamification 16.7, PJBL, 11.1 % Peer Instruction 11.11%, GVGO, 11.1%. As for the potentiality of the active methods, these were highlighted as follows: 33.33% “for stimulating critical awareness and creativity”, 27.77% “for gradual development, 27.77% allows student autonomy, 5, 55% the maturation of the students. The favoring of teacher development with active methodologies was referenced as follows: Dynamic 5.55%, Process under construction 33.33%, Active methodologies stimulate teacher updating and improvement 33.33%, Challenging and motivating 16.66%. Conclusion: It was understood, therefore, that the active methods allow and challenge teachers to a continuous and permanent (self) formative process whether it is captured by the institution, as well as by the desire for teacher self-learning.
Mídia digital: uma ferramenta para o ensino da aferição da pressão arterial em crianças e adolescentes
(Centro Universitário do Estado do Pará, 2019-02-04) Damasceno, Renata Trindade; Pinto, Ana Rachel; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803; http://lattes.cnpq.br/2268370803567328; Oikawa, Érika; http://lattes.cnpq.br/4276065633580595; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Chermont, Aurimery Gomes; http://lattes.cnpq.br/4212769913736000; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Figueiredo, Fernanda Andreza de Pinho Lott; http://lattes.cnpq.br/7138897986179124
The use of technology in the field of health education has transformed the teaching-learning process and the relationship between the teacher and his student. The educational institutions have sought to overcome the challenge of meeting the needs of a generation used to the technological means, as well as to train teachers capable of helping the student to reach the necessary skills for professional life. Despite the fact that hypertension in childhood is a predictor of hypertension in adult life and its correct measurement is indispensable for the diagnosis and treatment of this condition, the knowledge of the correct technique of measurement is still uncommon. OBJECTIVE: Considering the need for new forms of communication in the medical school as well as share knowledge in a creative and dynamic way this study aims to develop a digital media (video blog) that demonstrates the correct technique of blood pressure measurement in children and adolescents, evaluating its functionality in this respect. METHODOLOGY: The research was descriptive, cross-sectional, with the aid of a semi-structured questionnaire, applied to the students of the fourth year of the medical course of the Centro Universitário do Estado do Pará. RESULTS: The data showed that 93.3% of participants do not have the habit of measuring blood pressure in the pediatric age group, 94.6% believe that they do not perform the procedure correctly, 44% present errors in the selection of the material, 70% do not know how to prepare the patient, 40% reveal lack of techniques inherent to the professional. for the accurate measurement; 99.9% of the students stated that they did not know the guidelines that establish the norms of pressure measurement, especially the chapter aimed at children and adolescents and 94.6% stated that digital media are already used in their teaching-learning process. The display of the audiovisual resource of the video blog promoted an increase in the number of correct responses in three of the four domains surveyed and the media of correct answers remained constant in the periods analyzed after the video was presented. CONCLUSION: The audiovisual resource worked very well as a tool for share information; the teacher of higher education in health is able to build a digital media as a teaching-learning tool, as long as properly trained, requiring for this, technological literacy and educational foundation.
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.