Navegando por Assunto "Estudantes de medicina"

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A morte na formação médica: oficina de leitura literária como estratégia humanística no ensino em saúde
(Centro Universitário do Estado do Pará, 2020) Sakai, Ana Paula Ferreira Silva; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803; Moraes, Niele Silva de; http://lattes.cnpq.br/1140706468939596; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Conde, Simone Regina Souza da Silva; http://lattes.cnpq.br/3375802140515152; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678
Introduction: Death and the process of dying permeate the daily lives of many health professionals, who are usually in contact with patients at the end of their lives and who die under their care, constituting one of the most challenging clinical experiences. Thus, the reflexive exercise should be stimulated from graduation, so that academics become doctors capable of recognizing their attitudes and building integrated technical knowledge, through activities that stimulate the cognitive, affective and psychic domains, leading to humanization practices. Objectives: To carry out the workshop of literary reading with academics of Medicine, as a strategy to humanize and promote changes in the conception about Death and the process of dying of patients. Method: A transversal, observational, descriptive study, with a qualitative approach, with the realization of the workshop of literary reading of the book "Death is a day worth living", by Ana Claudia Quintana Arantes. For data collection, semi-structured interviews were used, individually, before and after the workshop, recorded and transcribed for analysis purposes. The workshop and the interviews took place at the Medical Course of CESUPA, from June to September of 2019, after the approval of the project by the Research Ethics Committee of CESUPA. Medical scholars attending the seventh, ninth and eleventh periods were included, after signing the Free and Informed Consent Term and their names were preserved by codenames. Results: The interview before the workshop defined six thematic categories (definition of death, dignified death, preparation during graduation to deal with death, art in medical training, reading habit and acceptance); the post-workshop interview defined five thematic categories (definition of death, dignified death, literary workshop in academic training, the workshop experience, suggestions for the workshop). Correlated to these two moments, the most significant results were: difficulty in defining death, which occurred more safely after the workshop, with changes in conceptions on the subject; about dignity when dying (without feeling pain, without suffering from obstinacy in prolonging life at all costs, with technical and humanized assistance, good doctor-patient relationship, having self-knowledge and self-control to take care of the other, exercising the patient's right to information); about the preparation during graduation to deal with death (the subject of death is little addressed); about the contribution of the workshop to the academic formation (perceived as important, especially by the way the book was read: shared reading); about the contribution of art to medical formation (art is positive and collaborative); about the habit of reading (the medical course takes up a lot of life time and most of the reading is technical); everyone expressed their desire for its curricular implementation of the workshop, with extension of the time for discussions and conversation wheel. Conclusion: the workshop on literary reading proved to be a methodological strategy potentially promoting the sensitization of academics to the humanization in health, in the context of Death and end of life care.
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.
Conhecimento dos acadêmicos de medicina de uma faculdade privada de Belém do Pará acerca do reconhecimento de sinais e diagnóstico do transtorno do espectro autista (TEA)
(Centro Universitário do Estado do Pará, 2023-05-29) Braga, Eduarda Melo; Bahia, Lorena Barros; Albuquerque, Mário Roberto Tavares Cardoso de; Freitas, Juliana Pastana Ramos de; http://lattes.cnpq.br/8394880417480266; http://lattes.cnpq.br/3233617656287982; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Miranda, Rayssa Pinheiro; http://lattes.cnpq.br/1849222504854523
Despite the existence of several clinical tests and analysis tools, the diagnosis of ASD is not always carried out effectively and early, given the existence of a wide variety of symptoms and signs manifested by patients, therefore it is essential to be in contact with this topic during the academic period, as a way to promote greater and more effective dissemination of knowledge about this disorder. Objective: To describe the level of knowledge of academics in the 11th and 12th semesters of the Medicine course at the University Center of the State of Pará (CESUPA) about the clinical diagnosis of autism spectrum disorder (ASD). Methodology: This is a descriptive, observational study with a quantitative approach, where classes were applied to students enrolled in the eleventh and twelfth semester of the Medicine course at the University Center of the State of Pará (CESUPA) . Results: Most respondents were able to identify ASD through a clinical case exposed to them during the research, in addition to being able to identify a case of ASD in terms of clinical presentation and DSM-5 criteria. was able to indicate a case of ASD through the signs and diagnostic aspects of ASD presented. Conclusion: It is concluded that there is an urgent need to develop research that assesses the level of knowledge about the early detection of warning signs for ASD even during academic training, because the majority of the participants did not present an advanced performance through the standard standards.
O desenvolvimento da empatia em estudantes de medicina: uma oficina como proposta de ensino
(Centro Universitário do Estado do Pará, 2021) Mendonça, Bianca Paracampos Barros; Nunes, Ismaelino Mauro Magno; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; http://lattes.cnpq.br/3841081216551678; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945; Soeiro, Ana Cristina Vidigal; http://lattes.cnpq.br/6698869828155009; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803; Martins Filho, Arnaldo Jorge; http://lattes.cnpq.br/4561018485947813; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040
The doctor-patient relationship is a fundamental element in medicine and provides better adherence to treatment, better clinical outcomes and greater patient satisfaction. The ability to communicate and understand the other in different ways, perceive their needs and predict people's reactions, contributes to the success of this relationship. Empathy emerges as an important instrument for the construction of this bond, having been listed as a primordial element, impacting the health of the patient and the professional. This study aimed to know the level of empathy in medical students, from the assessment of patients and the self-assessment of students, through the application of the Jefferson Scale in two versions, for students and patients, and develop a workshop for teaching the empathy. The results obtained that in the students' self-assessment the general average of the total score reached a good score. Even so, the overall score attributed by the patients was higher than the result of the self-assessment carried out by the students, that is, correct empathy for the students reached a lower mean and a lower proportion when compared to the results of the patients. There was no statistically significant relationship between the dimensions of empathy and the sociodemographic variables, although the findings raised interesting questions. As an example, a perspective taking showing an increase in the more advanced semesters, while a dimension capable of putting itself in the patient's shoes, was more evident in the initial semesters. This indicates the need for new and ongoing research on empathy, especially on empathic dimensions and their possible correlations with variables that influence empathic behavior. The workshop proposed in this study, as a product, is intended to serve as an instrument for teaching empathy, using active methodologies, to be routinely performed during the student's course at the academy. An exercise, practical experience lived realistically.
O uso da metodologia da problematização na percepção do aluno de medicina: uma revisão integrativa
(Centro Universitário do Estado do Pará, 2022) Romeiro, Janaína Cunha; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582; Malcher, Claudia Marques Santa Rosa; http://lattes.cnpq.br/0612844018713526; Paes, Andréa Luzia Vaz; http://lattes.cnpq.br/4364540186589331; Vasconcelos, Sinaida Maria; http://lattes.cnpq.br/4767038085471534
Since new National Curriculum Guidelines have been introduced in the Medical Course in 2014, the Pedagogical Project has inserted medical students in the core of the teachinglearning process and the professor as a mediator in this process. The Medical under graduation Course then has the population health needs as curricular center axis, and in this sense, methods promoting effective participation of medical students to achieve knowledge and meet social demands are used. Furthermore, forming professionals under innovative approach, comprising theory and practice and enabling significant change in reality has been such a challenge for education in post-modern societies. For this purpose, new problematizers for education in Health are used as reference, such as the Maguerez Arch problematizing method, promoting students’ social, ethical and political potential. These students are taken to deeply observe reality and identify concerning issues in a creative reflexive-active process, altering this reality. The aim of this study is to carry out a narrative review upon the students’ perception facing problematizing methods, by making up the following issue: How is the students’ perception concerning problematizing methods in the Medical course formed? What are the potential and weaknesses identified by them using this method? A search for published papers was carried out at Academic Google Search and Scielo, using the labels “problematizing in medical teaching”, “medicine students’ perception towards problematizing use”. The research was carried out from 1999 to 2021. Papers in Portuguese language have been selected – Studies under qualitative, quantitative or hybrid methods. It was observed that the majority of students valued the use of the problematizing method and noticed the observation of reality and other stages of the Maquerez Arch enabled meaningful learning, as might as well a change for better performance scenarios. Some aspects have been pointed out as weaknesses in the method application: lack of preparation by the teaching staff in mediating the teaching-learning process, lack of professional valorization, structural differences and epidemiologic conditions differing from one community to another where the groups of students were acting in diverse scenarios.
Perfil do nível de realização de atividade física em estudantes do curso de medicina do Centro Universitário do Pará (CESUPA)
(Centro Universitário do Estado do Pará, 2019) Rios, Paulo Marcelo Lopes; Gomes, Patrick Abdala Fonseca; http://lattes.cnpq.br/6060836341247026; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Farias, Alexandre Maia de; http://lattes.cnpq.br/5345971413199993; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097
This research has sought to analyse the level of physical activity of medicine students from the Centro Universitario do estado do Para, in light of the importance of practicing physical exercises in all stages of life, especially at the stage of life the subjects find themselves and considering the many challenges they face at this stage in their lives. To undertake the evaluation, the students responded the International Physical Activity Questionnaire (IPAQ) which contains questions surrounding the students’ daily routine and their relationship with the practice of physical exercises. At the end of the questionnaire, the students were classed as: sedentary, irregularly active, active or very active. The result of the questionnaire made possible to identify how many students do not practice physical activity, how many do not practice enough physical activity, the motives behind students abstaining from practicing physical activities and the period in which they have more difficulty in maintaining an exercise routine, with the objective of creating solutions for these issues and examine in which way the institution can instigate positive change to reverse the sedentary behaviour of some students. Having regard to the relationship between physical activity and good academic performance, this study tackled the importance of physical activity for the student’s quality of life and the issues its absence may create for the student’s performance and general health. The data has been expressed in the form of average +-, standard deviation, median and interquartile deviation and 95% confidence intervals, as appropriate, and presented in tables or figures. The normality of the distributions was verified by the D'Agostino and Pearson Normality test. This paper evaluated 256 students, distributed from the 1st to the 12th semester. The results have shown that 45,2% of first-year students practice less physical activity than necessary for good health and school performance. In the second year, the number is 62% and in the third year, 56.9%. This trend only reverses in the last year of college, where the number of active or very active students is 50.1%. The study clearly showed the need for students to increase physical activity.