Navegando por Assunto "Feedback"

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    Proposta de avaliação formativa para sessão tutorial de módulos clínicos
    (Centro Universitário do Estado do Pará, 2017) Azevedo, Élia de Sousa Santos Paranhos de; Carvalho, Ana Emília Vita; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945; http://lattes.cnpq.br/1981562999898097; Fernandes, Roseane do Socorro da Silva Matos; http://lattes.cnpq.br/0319739561703154; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040
    Throughout the learning process, formative evaluation occurs in order to identify and apprehend the modes of meaning that are being constructed along the educational process. To assess it is necessary to have instruments that guarantee teachers and students the understanding and the monitoring of their academic development. In this sense, the current study aimed to develop an instrument of formative evaluation for opening and closing of the clinical modules, whose descriptors meet the need of reflection and clinical knowledge in Medicine course. The research was developed in the Medicine course of the State of Pará University Center, a private institution of higher education that embraces Active Learning Methodologies. The sample consisted of nine tutors of teaching from the fourth year of the Medicine course. The following instrument was used to collect data: Questionnaire for assessment of the formative evaluation worksheet - Clinical Modules, teaching version. Data were quantified using BioEstat 5.5 software and results with p ≤ 0.05 were considered statistically significant. According to the results, the average age of participants was 40.1 years, with teaching time in higher education between eight months and 12 years. Regarding the characteristics of the descriptors more than half (55.6%) of the tutors considered that the descriptors used were clear and objective, 88.9% (p = 0.0367) reported that the worksheet helped in teacher-student assessment. Regarding the safety of providing feedback to the students, 66.7% of the tutors judged that the instrument accomplished this goal and 77.8% considered that the worksheet helped the students in understanding the feedback. It is important to have an evaluation instrument that meets the specificities of knowledge for clinical modules. As well as, to provide greater security in the evaluation process and feedback between teacher-student and student-student.
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    Utilização de tecnologia leve-dura na promoção do feddback no processo de ensino no curso de medicina
    (Centro Universitário do Estado do Pará, 2019) Tork, Thalyne Anyelle da Silva; Pinto, Ana Rachel; Miranda, Ariney da Costa; http://lattes.cnpq.br/0967752058385887; http://lattes.cnpq.br/2268370803567328; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678; Nunes, Leonardo Mendes Acatauassú; http://lattes.cnpq.br/3512764081076675; Ferreira, Ilma Pastana; http://lattes.cnpq.br/1650337093024641
    The use of technology positively favor slearning, providing an integration between students, teachers and institution, so that together work can overcome educational barriers, in this sense technology comes as a facilitator tool for this educational progress, and can be subdivided into technologies Light, Light-Hard and Hard. The aim of this study was to combine the effects of exposing a Leve-Dura (banner) technology on the frequency of request and feedback in the discipline Clinical Skills of the 2nd and 6th semester of the Medicine Course of the University Center of the Pará (CESUPA). To achieve these objectives, a descriptive, exploratory and quantitative research was developed using the following procedures: 2 questionnaires were developed to evaluate the conception about the feedback frequency of the students of the study course, before and after the exhibition of a Light-Hard technology (banner). The main results indicate that there is a low frequency for receiving and requesting and feedback. It was observed that the impact of the presence of the banner did not demonstrate effectiveness for the increase in the frequency of feedback requests, as well as the frequency of obtaining feedback from the teaching performance. At the end, we present considerations and suggestions regarding the possibilities of using informational technologies to strengthen the practice of feedback among students, with a view to improving medical education in the context investigated.