Navegando por Assunto "Preceptoria"

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Modelos de excelência e sua relação com atributos de docentes de um curso de medicina da região norte
(Centro Universitário do Estado do Pará, 2023-05-29) Melo, Matheus Moreira de; Pereira, Paulo Henrique Pinheiro; Furlaneto, Ismari Perini; http://lattes.cnpq.br/9542085122721945; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Pinheiro, Marilia de Fátima Silva; http://lattes.cnpq.br/2037104893893669
In medical education, a model of excellence is defined as a person who presents a standard to be replicated, someone who teaches by example, demonstrating clinical skills and knowledge, and positive professional skills. The influence of models of excellence on students can have different impacts on their academic journeys and on the choice of their future specialties, however, the approach to this theme is not frequent in our region. To describe the attributes of professors and preceptors identified by medical students as models of excellence. Observational cross-sectional, descriptive, and analytical study, carried out with data collected through an electronic form in the 2nd semester of 2022, which included professors/preceptors who carry out activities with students with patients and students enrolled between the 9th and 12th grades semester of the course. The 184 (57.5%; N=320) students participating in the study named 139 professors (those who still maintain a relationship with the Institution) as models of excellence (71.7%; 139/194). The attributes that received the highest percentages of agrément in relation to those identified as ideal were "they encourage my learning", "they are inspiring", "Has excellent technical skills - professional attributes - in their area", "Has excellent professional and humanistic skills”, “Has excellent teaching skills”, “Has excellent personal qualities” and “Has communication skills”; the attributes “Have many publications in their area of expertise” and “They are professionally successful” divided the opinion of the students. Of the participating professors/preceptors, 20% (17/85) were not cited by the students (classified as controls) and the others (n=68) were cited between 1 and 58 times (Median=7; 95%CI 4 – 10), corresponding to 48.9% (68/139) of the professors indicated by the students (models). Conclusion: The profiles of professors classified as models of excellence or controls did not differ significantly from each other, with the majority not requiring their team to treat them formally, sharing moments and/or information from their personal lives and professional experience with the work team and stating that his teammates share it too. Regarding the professional profile, most have already participated in workshops focused on the teaching process, have taken some specialization/course in teaching, are satisfied with their preferred profession and the role performed, emphasize the doctor-patient relationship, teach psychosocial aspects of medicine, provide in-depth feedback/debriefings and direct teaching according to the needs of each student. Regarding the influence of models of excellence in the medical career, the majority stated that they had noticed them in their own careers and were unanimous about the influence of these models on the students' careers as well. Considering the time devoted to different activities related to teaching/preceptorship, most spend at least 25% of their time on teaching activities, up to 5% of their time on curriculum development and up to 10% of their time on research activities.
Percepção das dificuldades de preceptor da atenção primária diante da avaliação formativa
(Centro Universitário do Estado do Pará, 2021) Almeida, Cibele Maria de; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582
Introduction: medical schools have developed over time in an empirical way, based on beliefs and clinical observations without a scientific nature, which determined a need to standardize medical education. However, with modernity, medicine has been fragmenting, becoming reductionist. In this sense, the preceptor must be concerned mainly with clinical competence or with the teaching-learning aspects of professional development, favoring the acquisition of skills and competences by recent graduates, in real clinical situations, in the work environment itself, and create the necessary conditions. The aim of the present study is to assess the primary care preceptor's difficulties in performing formative assessment. The methodology used, such research is characterized as an observational, cross-sectional, prospective and analytical study, based on the collection of information through a questionnaire, with a quali-quantitative approach. The research was carried out with the preceptors and tutors of PET-Saúde Interdisciplinarities remotely due to the coronavirus pandemic that has devastated the world in this biennium (2020/2021) and that keeps us in social distance. The research period was from May 2020 to August 2020.Results: 2 categories were found that were subdivided into 3 classes each. The two categories, subdivided into 6 classes, were chosen based on the content analyzed and structured by the questions asked, seeking to answer each objective proposed by the research: class 1 related to teaching with 18.88%, class 2 Related to the PET preceptor with 14 .80%; class 3 Related to health education with 14.1%; class 4 Service-related with 18.8%; class 5 Related to the user with 14.8%; class 6 Related to the assessment with 19.5%. There is a gap between teaching and service and one of the factors that can be called an obstacle to continuing education is the organizational system of the health service, which is based on the productivity of procedures operational technicians, thus continuously absorbing professionals who end up neglecting updates relevant to their training. Thus, it is necessary that preceptors always seek permanent education through updates and guide tools that can permeate and guide them within this professional and pedagogical practice, for which we propose a booklet with quick access methodological tools, simple language and with step-by-step use, so that the preceptor/teacher can use it whenever it is convenient.