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1.
Audiol., Commun. res ; 27: e2549, 2022. tab
Article in Portuguese | LILACS | ID: biblio-1360147

ABSTRACT

RESUMO Objetivo elaborar e investigar o efeito de um programa de estimulação de habilidades cognitivo-linguísticas preditoras da decodificação leitora, orientado para a melhora das habilidades subjacentes à leitura. Métodos pesquisa prospectiva, de análise quantitativa. Participaram 124 crianças de 1º a 3º ano do Ensino Fundamental I de uma escola pública de São Paulo, distribuídas em: Grupo Pesquisa - 62 escolares que passaram por intervenção; Grupo Controle: 62 escolares que não receberam estimulação. Avaliaram-se individualmente (pré e pós-intervenção) parâmetros de fluência leitora (taxa e acurácia) em tarefa com palavras isoladas. O programa contou com tarefas destinadas a estimular a discriminação auditiva, conhecimento morfossintático, acesso fonológico ao léxico mental, consciência fonológica, conhecimento do código escrito, fluência leitora e o vocabulário visual de palavras e foi construído para aprimorar, em dez sessões de estimulação coletiva, a decodificação e reconhecimento automático de palavras. Resultados o Grupo Pesquisa apresentou maiores diferenças de acurácia e escore na leitura de palavras, quando comparados os resultados das avaliações pré e pós-intervenção com os do Grupo Controle. Conclusão: o programa promoveu a fluência leitora de escolares do 1º e 2º anos do Ensino Fundamental I. Incrementos significativos foram observados para a discriminação auditiva, consciência fonológica e automaticidade leitora, com variações em função do ano escolar.


ABSTRACT Purpose To develop and investigate the effect of a program that stimulates cognitive-linguistic skills predictive of phonological decoding skills aimed at improving of skills underlying reading. Methods The research design was a prospective cohort study with quantitative analysis. A total of 124 1st - 3rd grade children from a public Ensino Fundamental I school in São Paulo, participated in the study, divided into: Research Group - 62 students who underwent intervention; Control Group: 62 students who did not receive stimulation. Reading fluency parameters (rate and accuracy) were individually evaluated (pre- and post-intervention) in a task with isolated words. The program had tasks designed to stimulate auditory discrimination, morphosyntactic knowledge, phonological access to the mental lexicon, phonological awareness, knowledge of the written code, reading fluency and the visual vocabulary of words. It was built to improve decoding and automatic word recognition skills in ten sessions of collective stimulation. Results The Research Group showed greater differences in accuracy and score in word reading, when comparing the results of pre- and post-intervention assessments, than the Control Group. Conclusion The program promoted the reading fluency of 1st and 2nd grade students. Significant increments were observed for auditory discrimination, phonological awareness and reading automaticity with variations depending on the grade.


Subject(s)
Humans , Child , Competency-Based Education/methods , Early Intervention, Educational , Education, Primary and Secondary , Literacy/psychology , Literacy/statistics & numerical data , Reading , Risk Factors , Speech, Language and Hearing Sciences
2.
Rev. ABENO ; 21(1): 908, dez. 2021. tab, graf
Article in Portuguese | LILACS, BBO | ID: biblio-1372113

ABSTRACT

Com a implementação do Sistema Único de Saúde (SUS), foram necessárias mudanças curriculares que preparassem os profissionais para atuar em equipe na rede de saúde. No início do século XXI passaram a ser implementadas as Diretrizes Curriculares Nacionais (DCN) que trouxeram várias mudanças, dentre as quais destaca-se a inserção do estudante de graduação no SUS. O objetivo desse estudo é analisar as percepções dos egressos do curso de graduação em Odontologiadiurnode uma universidade pública do Rio Grande do Sul, acerca da construção de competências colaborativas, durante a formação nos Estágios Curriculares Supervisionados (ECS)no SUS. Trata-se de um estudo de natureza descritiva com análise de dados qualitativos e quantitativos. Inicialmente, 133egressos, que vivenciaram os ECS entre 2012/1 a2016/1, responderam a um questionário online com questões abertas e fechadas. Com uma amostra intencional de 14 egressos,que responderam ao questionário,foram realizadas entrevistas semiestruturadas em profundidade. O material quantitativo foi submetidoà análise descritiva e o material qualitativo àanálise de conteúdo temática. Considerando que os dados quantitativos e qualitativos são complementares, eles foram submetidos a triangulaçãoe os resultados são apresentados em duas unidades de análise: Caracterização,inserção e escolhas profissionais dos egressos e Construção de competências colaborativas. A maioria dos egressos participantes (67,7%) são do sexo feminino e estão atuando em Porto Alegre ou região metropolitana (78,6%), 29,1% deles estão vinculados a serviços públicos de saúde. A satisfaçãocom os ECSé destacada pelos egressos, que os descrevemcomoindispensáveispara sua formação. Dentre as competências colaborativas construídas por meio dos estágios, o aprendizado de trabalhar em equipeinterprofissional é destacado pela maioria dos egressos (85,3%), sendolembrada comofundamental paraa atenção integral do usuário. Conclui-se que o curso de Odontologia tem obtido sucesso na formação de profissionais voltados para atuação no SUS, tendo um percentual considerável de egressos vinculados aos serviços públicos de saúde (AU).


With the establishment of the Brazilian Unified Health System (SUS), curricular changes were necessary to prepare the professionals for teamwork in the healthcarenetwork. In the early 21stcentury, the National CurricularGuidelines (DCN) were implementedand brought several changes, mainly the insertion of undergraduate students in SUS. This study analyzedthe perceptions of graduates of the daytime Dentistry course from a public university in Rio Grande do Sul about the construction of collaborative skills during training in the Supervised Curricular Internships (ECS) in SUS. This descriptive study analyzed qualitative and quantitative data. Initially, 133 graduates who experienced the ECS between 2012/1 to 2016/1 answered an online questionnaire with open and closed questions. Deeper semi-structured interviews were conductedon an intentional sample of 14 graduates who answered the questionnaire. The quantitative material was submitted to descriptive analysis and the qualitative material to thematic content analysis. Considering that quantitative and qualitative data are complementary, they were submitted to triangulation and the results are presented in two units of analysis: Characterization, insertion and professional choices of graduates;and Construction of collaborative skills. Most participating graduates (67.7%) are femalesand are working in Porto Alegre or metropolitan area (78.6%), being 29.1% inserted in public health services. The satisfaction with the ECS is highlighted by the graduates, who describe them as fundamental for their training. Among the collaborative skills built during internships, learning how to work in an interprofessional team was highlighted by most graduates (85.3%), being remembered as fundamental for the integral care to the user. It is concluded that the Dentistry course has been successful in the training of professionals to workin SUS, with a considerable percentage of graduates inserted in public health services (AU).


Subject(s)
Humans , Male , Female , Adult , Unified Health System , Community Dentistry/methods , Competency-Based Education/methods , Education, Dental/methods , Social Perception , Surveys and Questionnaires , Qualitative Research
3.
Rev. medica electron ; 43(4): 1090-1098, 2021.
Article in Spanish | LILACS | ID: biblio-1341538

ABSTRACT

RESUMEN La pandemia de covid-19, producida por el SARS-Cov-2, ha traído como consecuencia la necesidad de tomar medidas que impliquen el distanciamiento social para evitar su rápida propagación. El Ministerio de Salud Pública cubano ha optado por nuevas formas de enseñanza -como la educación a distancia- y ha priorizado nuevas tareas propias del enfrentamiento a la pandemia, en las que se involucran estudiantes y docentes. El presente trabajo se realizó con el objetivo de reflexionar sobre la educación médica en este nuevo contexto y sobre la formación de competencias profesionales en el sector de la salud. La covid-19 y los cambios y adecuaciones docentes en las diferentes carreras médicas del pregrado y el posgrado, han contribuido a elevar el nivel de competencias profesionales de todo el personal. Nada volverá a ser igual luego de esta pandemia, y lo peor que podría ocurrir sería regresar a las mismas formas de enseñanza sin tomar lo positivo de estos tiempos (AU).


ABSTRACT The COVID-19 pandemic, caused by the SARS-CoV-2, has brought as a consequence the necessity of taking measures implying social restraining to avoid its fast spread. The Ministry of Public Health has chosen new forms of teaching -like distance education- and has given priority to new tasks that are proper to pandemic facing, in which the students and teaching staff are involved. The current work was accomplished with the objective of reflecting on medical education in this new context and on professional competences training in the field of health care. COVID-19 and the teaching changes and adaptations in the different medical pre-grade and post-grade curriculums have contributed to raise the level of all the staff professional competences. Nothing is going to be the same after this pandemic, and the worst that could occur would be to return to the same teaching forms without taking advantage of the positive things made in these times (AU).


Subject(s)
Humans , Male , Female , Coronavirus Infections/epidemiology , Education, Medical/methods , Societies , Teaching , Competency-Based Education/methods , Education, Medical/trends
4.
Esc. Anna Nery Rev. Enferm ; 25(3): e20200293, 2021.
Article in Portuguese | LILACS, BDENF | ID: biblio-1279017

ABSTRACT

Resumo Objetivos Descrever a experiência da implementação de um programa de treinamento de assistente de pesquisa voluntário para graduandos canadenses de Enfermagem, objetivando o desenvolvimento de habilidades de comunicação verbal e escrita, métodos de pesquisa e análise de dados, pensamento crítico e resolução de problemas, assim como o planejamento de suas carreiras e o avanço de seus papéis relacionados à pesquisa e às oportunidades administrativas e de liderança. Método Estudo descritivo com relato de experiência sobre o processo de treinamento para um novo papel profissional relativo ao engajamento dos graduandos em 11 oficinas, cada uma com duração de uma hora e o processo de apoiá-los para assumir papéis profissionais e de liderança. Resultados Os graduandos demonstraram comprometimento em todas as fases do treinamento. Destaca-se, ainda, o interesse por assumirem a liderança em atividades práticas que redefinem seu perfil profissional. Essa experiência contribuiu para construir e nutrir relações intelectuais docentes-graduandos. Os graduandos expandiram suas redes profissionais e a relação com o mentor de carreira, estão desenvolvendo suas habilidades práticas e relataram confiança em se candidatar para cargos de assistentes de pesquisa. Conclusão e implicações para a prática O treinamento pode instrumentalizá-los para escolhas de planos de carreira, ingresso no mercado de trabalho e a construção de plano para desenvolvimento profissional. O desejo genuíno dos docentes de Enfermagem, apoiando uma nova geração de enfermeiros, culminou nessa experiência de empoderamento mútuo.


Resumen Objetivos Informar sobre la experiencia de un equipo de profesionales de enfermería y desarrollo profesional en la implementación de un programa de asistente voluntario de investigación para estudiantes universitarios canadienses de pregrado en enfermería con el objetivo de desarrollar la comunicación escrita y verbal, métodos de investigación, análisis de datos, pensamiento crítico y habilidades de resolución de problemas, así como en su planificación y avance profesional para funciones relacionadas con la investigación y oportunidades de empleo administrativo y de liderazgo. Método Un diseño descriptivo con el informe de la experiencia de los investigadores de enfermería y desarrollo profesional sobre el proceso de apoyo para la formación de los estudiantes para un nuevo rol profesional. La experiencia se refiere a 11 talleres que durarán una hora sobre los temas relacionados con la investigación. Resultados Los estudiantes demostraron compromiso con la capacitación. Relevante es su interés en liderar actividades prácticas para redefinir su perfil profesional. Esta experiencia contribuyó a construir y fomentar relaciones significativas e intelectuales entre los profesores y los estudiantes. Los estudiantes amplían sus redes profesionales y obtienen una relación con un mentor de carrera. Conclusión e implicaciones para la práctica La capacitación puede equipar mejor a los estudiantes para elegir trayectorias profesionales, entrar en el mercado laboral y elaborar un plan para el avance profesional. Fue el deseo genuino de los profesores de enfermería de apoyar a una nueva generación de enfermeras que culminó en esta experiencia de empoderamiento mutuo.


Abstract Objective To describe the experience of implementing a research assistant program for Canadian undergraduate nursing students, which aimed to develop written and verbal communication, critical thinking and problem-solving skills, as well as knowledge of various research methods. Engagement in this program was intended to support students' career planning and advancement in research related roles, including administrative and leadership employment opportunities. Method A descriptive design with the report of experience of nursing researchers and career advisers pertaining to: engagement in an 11 one-hour research focused workshop; and the process of supporting students to assume professional and leadership roles. Results Students demonstrated commitment to the training program throughout its phases. They expressed interest in leading practical activities to redefine their professional profile. This experience contributed to building and nurturing intellectual teacher-student relationships. Students are expanding their professional networks and a relationship with a career mentor, while demystifying the research assistant role. Students are developing practical skills and reporting confidence in applying for research assistant positions. Conclusion and Implications for practice Participating in the training program better equips students for choosing their career path, entering the job market, and building a plan for further career advancement. Nursing faculty's genuine desire for and purposeful actions to support a new generation of nurses informed this mutually empowering experience.


Subject(s)
Humans , Research/education , Competency-Based Education/methods , Education, Nursing/methods , Schools, Nursing , Students, Nursing , Faculty, Nursing , Mentoring/methods
5.
Rev. bras. educ. méd ; 45(4): e199, 2021. tab, graf
Article in Portuguese | LILACS | ID: biblio-1341012

ABSTRACT

Resumo: Introdução: O ensino de cuidados paliativos (CP) é essencial na educação médica. Devido à pandemia da Sars-Cov-2, foi necessário adaptar o ensino presencial para o mediado por tecnologias, e não se sabia se o método era capaz de proporcionar a aquisição de competências aos estudantes. Objetivo: Este estudo teve como objetivo avaliar se ocorreu a aquisição de competências em CP entre os estudantes de Medicina matriculados em uma disciplina de CP mediada por tecnologias. Método: Estudantes de Medicina matriculados na disciplina de CP mediada por tecnologias foram convidados para participar do estudo. Ao longo de sete semanas, abordaram-se as temáticas essenciais dos CP. Houve atividades síncronas e assíncronas, estudo dirigido, problematização e simulação sem pacientes reais. Utilizou-se o questionário PalliComp antes do início das atividades didáticas e ao final para avaliar a aquisição de competências. Os dados obtidos foram submetidos à análise estatística. Resultado: Dos 45 estudantes matriculados, 37 responderam ao questionário PalliComp antes da disciplina e 32 no final. A amostra foi constituída de 68,9% de mulheres e 31,1% de homens, com idade média de 23,9 ± 3,5 anos. O escore geral de competências elevou-se de 63,9 ± 14,7 para 74,9 ± 14,6 (0,001) em uma escala que variava de 0 a 100. A elevação estatisticamente significativa ocorreu nas competências relacionadas ao conceito de CP (< 0,001), à abordagem de sintomas físicos (0,004) e psicoemocionais (< 0,001), à família (0,03) e à tomada de decisão ética (0,05). Não mostraram diferença as competências de abordagens social (0,07) e espiritual (0,13), trabalho em equipe (0,67), comunicação (1,00) e autodesenvolvimento (0,13). Conclusão: Houve aquisição geral de competências em CP entre estudantes de Medicina, e a estratégia de ensino em uma disciplina específica mediada por tecnologias se mostrou válida.


Abstract: Introduction: Teaching palliative care is essential in medical education. The pandemic forced the adaptation of classroom learning to technology-mediated learning, and it is not known whether the method would adequately provide students with the acquisition of competencies. Objective: To assess whether palliative care competencies are acquired by medical students enrolled in a technology-mediated palliative care discipline. Methods: Medical students enrolled in the technology-mediated palliative care discipline were invited to participate in the study. Over a seven-week period, the essential themes of palliative care were addressed. There were synchronous and asynchronous activities, directed study, problematization and simulation without real patients. The PalliComp questionnaire was used prior to the beginning of the teaching activities and at the end to assess the acquisition of competencies. The data obtained were submitted to statistical analysis. Results: Of the 45 students enrolled, 37 answered the PalliComp questionnaire before the course and 32 at the end. The sample consisted of 68.9% women and 31.1% men, with a mean age of 23.9 ± 3.5 years. The overall competency score increased from 63.9 ± 14.7 to 74.9 ± 14.6 (0.001) on a scale ranging from 0 to 100. Statistically significant increases were found in the competencies related to the concept of palliative care (<0.001), approach to physical symptoms (0.004), psycho-emotional (<0.001), family (0.03) and ethical decision-making (0.05). No difference was found in the competencies of social approach (0.07), spiritual (0.13), teamwork (0.67), communication (1.00) and self-development (0.13). Conclusion: A general acquisition of competencies in palliative care was verified among medical students and the technology-mediated learning strategy in a specific discipline proved to be valid.


Subject(s)
Humans , Male , Female , Adult , Young Adult , Palliative Care , Clinical Competence , Competency-Based Education/methods , Education, Medical/methods , Surveys and Questionnaires , Educational Measurement
6.
Rev. cir. (Impr.) ; 72(4): 369-374, ago. 2020.
Article in Spanish | LILACS | ID: biblio-1138725

ABSTRACT

Resumen La docencia innovadora en cirugía la asociamos habitualmente al uso de tecnología moderna para mejorar la educación que realizamos en nuestra especialidad. Sin embargo, en educación, la innovación está relacionada con la incorporación de aspectos más teóricos que tecnológicos. Esto está respaldado por una creciente cantidad de evidencia conducida principalmente por educadores, quienes utilizan la mirada de las ciencias sociales, que difieren ampliamente de cómo validamos la evidencia los cirujanos. Pese a esto, en los últimos 40 años, hemos visto globalmente como ha habido un importante cambio paradigmático en el modelo educativo con el que educamos en cirugía. Este ha sido impulsado básicamente por la introducción de técnicas mínimamente invasivas, cambios sociales y el progreso de las ciencias de la educación. Como sociedad científica tenemos aun el desafío de impulsar la formación de educadores quirúrgicos, establecer estándares nacionales según la experiencia de países líderes en la materia y regular los currículos de pre y postgrado introduciendo conceptos educacionales modernos como el profesionalismo y la educación basada en competencias. Nuestra meta debería ser una sola: profesionalizar la educación quirúrgica en nuestro país poniendo el foco en el residente o en el estudiante. Esto implica entre otras cosas, que se cambie el objetivo de formar profesionales que dominen una batería rígida de procedimientos a prepararlos para enfrentar competentemente un mundo profesional que se encuentra en constante cambio y evolución. Sólo así estaremos realmente realizando innovación en docencia quirúrgica y podremos enfocarnos entonces en la tecnología.


Innovative education in surgery is frequently associated with incorporating modern technology to facilitate learning in our specialty. Nevertheless, innovation in education is more dependent on restructuring the educational processes than introducing technology alone. This is underpinned by a consistent amount of evidence generated by education professionals, that usually conduct research under the paradigm of social sciences, which differ widely from the ways in which surgeons understand the world. However, during the last 40 years, there has been a well-recognized shift in the way we surgeons educate. It has been claimed that the determinants of such changes have been the introduction of minimal invasive procedures, sociocultural changes and the development of modern education theories. Our surgical scientific society still have the challenge of promoting the training of surgical educators, stablishing national standards according to the experience of the developed world and regulating undergraduate and graduate curricula by introducing modern educational concepts like competency-based education and professionalism. Our major goal is to professionalize medical education in our country, focusing in the learning process of the residents or students. This imply among other aspects, to change the focus from educating on a rigid set of technical procedures to train professionals that are capable of responding competently to a world that is in a rapid and constant change. I believe that this is the only way to innovate in surgical education. Once we have reach this, then we will be able to focus on the modern technology that can help us achieve such goals.


Subject(s)
Humans , Education, Medical/methods , Surgeons/education , Chile , Competency-Based Education/methods , Education, Medical/trends , High Fidelity Simulation Training/methods
7.
Interface (Botucatu, Online) ; 24: e190455, 2020.
Article in Portuguese | LILACS | ID: biblio-1090694

ABSTRACT

As competências médicas apresentadas pelas Diretrizes Curriculares Nacionais (DCN) e as políticas de incentivo à formação de mais médicos popularizaram temas como aprendizado ativo e competência. Distorções na implementação curricular resultaram em abordagens fragmentadas e reprodutivas das práticas com distanciamento do processo de trabalho. Vários países ocidentais, ao buscarem o aprimoramento da Educação Médica Baseada em Competência, adotaram as Atividades Profissionais Confiáveis (APCs) na tradução bem-sucedida desse referencial para a prática clínica. Este estudo perspectivo apresenta as APCs no âmbito da educação médica brasileira como possível solução para a melhor efetivação do Currículo Médico Baseado em Competência (CMBC). O estudo descreve as APCs, de seu conceito à realização; provê subsídios para seu entendimento e análise de sua capacidade em mediar uma formação médica mais qualificada e responsiva às necessidades de saúde locais; e contribui com a literatura brasileira na área.(AU)


Las competencias médicas presentadas por las Directrices Curriculares Nacionales y las políticas de incentivo a la formación de más médicos popularizaron temas tales como aprendizaje activo y competencia. Distorsiones en la implementación curricular resultaron en abordajes fragmentados y reproductivos de las prácticas con distanciamiento del proceso de trabajo. Diversos países occidentales, al buscar el perfeccionamiento de la Educación Médica Basada en Competencia, adoptaron las Actividades Profesionales Confiables (APCs) en la traducción exitosa de esas referencias a la práctica clínica. Este estudio perspectivo presenta las APCs en el ámbito de la educación médica brasileña, como posible solución para la mejor efectuación del Currículo Médico Basado en Competencia (CMBC). El estudio describe las APCs, desde su concepto hasta su realización, proporciona subsidios para su entendimiento y análisis de su capacidad para mediar una formación médica más calificada y responsiva a las necesidades de salud local y contribuye con la literatura brasileña en el área..(AU)


The medical competencies presented by the National Curriculum Guidelines and the policies to encourage the education of more physicians have popularized themes such as competence and active learning. Distortions in the curricular implementation resulted in a fragmented and reproductive approach of the practices distancing them of the work process. Several Western countries seeking improvement of the Competence-Based Medical Education (CBME), have recently adopted the concept of Entrustable Professional Activities (EPAs) to better translate this benchmark into clinical practice. This article presents the EPAs for Brazilian medical education as a possible solution for CBME accomplishment. The study explores the EPAs, from their concept to their realization. It aims to provide insights for their understanding and analysis of their capacity as a mediator for more qualified training and more responsivity to local health needs, contributing to the literature in the area..(AU)


Subject(s)
Humans , Clinical Competence , Competency-Based Education/methods , Education, Medical/legislation & jurisprudence , Brazil
8.
Rev. cuba. enferm ; 35(4): e2801, oct.-dic. 2019. tab
Article in Spanish | LILACS, BDENF, CUMED | ID: biblio-1251695

ABSTRACT

Introducción: La evaluación de las competencias específicas del profesional de enfermería en la atención al neonato crítico permite diagnosticar su nivel de desarrollo para proponer alternativas que dinamicen la superación profesional en las Unidades de Cuidados Intensivos Neonatales. Objetivo: Evaluar las competencias específicas de los profesionales de enfermería a cargo de la atención al neonato crítico en las Unidades de Cuidados Intensivos Neonatales. Métodos: Estudio descriptivo-observacional, participaron 161 profesionales de enfermería de Unidades de Cuidados Intensivos Neonatales de Santiago de Cuba, de enero 2017 a enero 2018. Las competencias fueron evaluadas a partir de una parametrización para descomponer la variable en dimensiones e indicadores, se aplicaron tres instrumentos evaluativos al universo de profesionales y se realizó una triangulación metodológica a partir de los resultados de las dimisiones obtenidos por los instrumentos. Resultados: Las dimensiones de mayores afectaciones fueron la clínico-quirúrgica y la actualización científica. En la triangulación metodológica se obtuvo 4,17 de media ponderada, significa que la variable se encuentra afectada con un nivel medio de desarrollo. Conclusiones: La evaluación de las competencias permitió declarar que la variable evaluada se encuentra en un nivel medio de desarrollo. Del análisis de los indicadores se obtuvo un inventario de problemas y potencialidades que justifican una propuesta metodológica que dinamice la superación profesional para el desarrollo de las competencias específicas de profesionales de enfermería para la atención al neonato crítico(AU)


Introduction: The assessment of the nursing professional's specific competencies in the care of the critical neonate allows to diagnose their level of development in view of proposing alternatives that boost professional improvement in neonatal intensive care units. Objective: To assess the specific competencies of nursing professionals in charge of critical neonate care in neonatal intensive care units. Methods: Descriptive-observational study, 161 nursing professionals from the Neonatal Intensive Care Units of Santiago de Cuba participated, from January 2017 to January 2018. The competencies were assessed based on a parameterization for decomposing the variable into dimensions and indicators. Three assessment instruments were applied to the study group of professionals and a methodological triangulation was carried out based on the dimensional results obtained by the instruments. Results: The most affected dimensions were the clinical-surgical and scientific update. In the methodological triangulation, 4.17 was obtained as weighted average, which means that the variable is affected with a medium level of development. Conclusions: The assessment of the competences allowed to declare that the assessed variable is in a medium level of development. From the analysis of the indicators, an inventory of problems and potentialities was obtained that justify a methodological proposal that stimulates the professional improvement for the development of the specific competencies of nursing professionals for the care of the critical neonate(AU)


Subject(s)
Humans , Infant, Newborn , Intensive Care Units, Neonatal , Maternal-Child Nursing/methods , Competency-Based Education/methods , Pediatric Nurse Practitioners , Epidemiology, Descriptive , Observational Studies as Topic
9.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 51-54, jun. 2019.
Article in Spanish | LILACS | ID: biblio-1047857

ABSTRACT

La devolución facilitadora, también conocida como feedback, es una herramienta fundamental de la evaluación formativa, mediante la cual el docente le acerca al alumno información sobre su desempeño con el objetivo de destacar fortalezas, identificar debilidades y planificar cómo superarlas. La forma en la cual se lleva a cabo es fundamental y tiene un impacto directo sobre el resultado del proceso. El objetivo de este trabajo es abordar conceptualizaciones sobre la retroalimentación formativa a partir de un relato autobiográfico de una docente en el ámbito de la salud que involucra la enseñanza clínica en la sala de internación de residentes de Dermatología. El análisis de las experiencias previas de la evaluación formativa a la luz de los conocimientos construidos durante la formación como docente, pone en evidencia que es crucial que se aprenda a educar y a dar feedback para poder contar con herramientas que permitan acompañar a los alumnos en la construcción del conocimiento. (AU)


Formative feedback is considered an important tool of formative evaluation, that allows the teacher to provide information to the students about their performance, in order to highlight their strengths, identify weaknesses and plan how to overcome them. The way in which this is carried out is fundamental and has a direct impact on the outcome of the process. We sought to evaluate the perceptions and ideas on the training feedback loop, based on the autobiographical report of a Senior Faculty whose core activities are directed towards the teaching of Medical Residents and Dermatology trainees. The analysis of past experiences in light of knowledge constructed while becoming a Teacher shows the crucial need and interrelationship of teaching and timely feedback. The latter provide much needed tools for Students during their learning process. (AU)


Subject(s)
Humans , Competency-Based Education/methods , Education, Professional/methods , Educational Measurement/methods , Formative Feedback , Students, Medical , Teaching/education , Clinical Medicine/education , Dermatology/education , Professional Training , Faculty, Medical/education , Teacher Training/trends , Internship and Residency/methods
10.
Rev. Hosp. Ital. B. Aires (2004) ; 39(2): 55-59, jun. 2019. graf.
Article in Spanish | LILACS | ID: biblio-1047950

ABSTRACT

En vista de la transformación que se está produciendo en la educación universitaria en general y en la educación para profesionales de la salud en particular, el Instituto Universitario del Hospital Italiano plantea un cambio curricular para la carrera de Medicina. Esto implica, una forma de cambio sociocultural profunda, que afecta los distintos aspectos de la vida institucional. Se propone dejar atrás, el "sistema flexneriano" de enseñanza, proponiendo el sistema Aprendizaje Basado en Problemas (ABP), sumado a talleres y laboratorios donde el conocimiento y las habilidades se irán adquiriendo con diferente grado de complejidad en forma espiralada. El Laboratorio de Práctica Profesional (LPP) es el espacio y el ambiente educacional donde ocurre la máxima integración, trabajando sobre todos los conocimientos necesarios para llevar adelante la actividad profesional correspondiente. En el primer módulo, el enfoque fue guiado, fundamentalmente, hacia lo comunicacional persiguiendo como objetivo que el alumno desarrolle habilidades que le permitan establecer una adecuada relación médico-paciente-familia, así como vínculos adecuados con el equipo de trabajo y la comunidad . Se evaluó el taller en sí mismo y a los tutores mediante encuestas a los estudiantes, y estos últimos a su vez fueron evaluados periódicamente por los tutores y al final del módulo con un examen escrito y un examen tipo evaluación clínica objetiva estructurada. Por lo trabajado creemos que el LPP, como estrategia de enseñanza, contribuye a la formación de habilidades complejas; el resultado de las evaluaciones y el feedback rsultan indispensables para establecer un plan de mejoras. (AU)


In view of the transformation that is taking place in university education in general and in education for health professionals in particular, it is that the University Institute of the Italian Hospital proposes a curricular change for the Medicine career. This implies a socio-cultural change that affects the different aspects of institutional life. It is proposed to leave behind the "Flexnerian system", proposing a system based on: Problem Based Learning, in addition to workshops and laboratories where knowledge and skills will be acquired with a different degree of complexity in spiral form. The Professional Practice Laboratory is the space and educational environment where maximum integration occurs, working on all the necessary knowledge to carry out the corresponding professional activity. In the first module the focus was guided, fundamentally, to the communicational pursuing as objective: that the student develops skills that allow him to establish an adequate doctor-patient-family relationship, as well as adequate links, with the work team and the community. The evaluation was carried out to workshop itself and to the tutors through students' quiz. The students were periodically evaluated by the tutors and at the end of the module with a written exam and a structured Objective Clinical Evaluation type test. For what we have worked to this moment, we believe that: The laboratory of professional practice, as a teaching strategy, contributes to the formation of complex skills; being the result of the evaluations and the feedback, fundamental to establish an improvement plan. (AU)


Subject(s)
Humans , Competency-Based Education/methods , Problem-Based Learning/methods , Education, Medical/methods , Education, Medical, Undergraduate/methods , Physician-Patient Relations , Teaching/education , Universities/trends , Mentors/education , Cultural Characteristics , Educational Measurement/methods , Professional Training , Social Skills , Formative Feedback , Teacher Training/trends , Hospitals, University/trends
11.
Rev. Asoc. Méd. Argent ; 132(1): 20-23, Mar. 2019.
Article in Spanish | LILACS | ID: biblio-1009984

ABSTRACT

La educación por competencias en medicina está determinada por el grado de utilización de los conocimientos, las habilidades y el buen desempeño asociados a la profesión. El concepto de competencias representa el eje fundamental para definir cuál debe ser el perfil del egresado de la facultad de Medicina, el cual deberá ser evaluado en forma acorde con lo enseñado. En el presente trabajo se analiza el programa de estudios y los objetivos de enseñanza por competencias, y la posible evaluación de los mismos, tomando como base al Programa de Requisitos Esenciales Mínimos (PREM). (AU)


Education by competencies in medicine is determined by the degree of use of knowledge, skills and good performance associated with the profession. The concept of competencies represents the fundamental axis to define what should be the profile of the graduate of the faculty of Medicine, which should be evaluated according to what has been taught. In the present work the study program and the teaching objectives by competences, and the possible evaluation thereof are analyzed, based on the Minimum Essential Requirements Program (PREM). (AU)


Subject(s)
Competency-Based Education/methods , Curriculum/trends , Educational Measurement/methods , Professional Competence , Clinical Competence , Education, Medical
12.
Article in English | LILACS | ID: biblio-1020897

ABSTRACT

ABSTRACT In their pedagogical projects, health management courses focus on multidisciplinarity, interdisciplinarity, comprehensiveness and transversality, whose main merit is to question health issues from different theoretical perspectives. Analyzing these issues under many perspectives does not necessarily mean the development of transversal competences. The development and application of these competences suppose going beyond integrating curricular contents and theory/practice. They depend on how the knowledge will be articulated to changes at organizational, sectorial and institutional levels and on the coevolution between these competences and changes. It is understood that health services manager role is effectively transversal when he/she: (i) acts at organizational boundaries, fostering interaction between organizations and other actors in the system; (ii) provides (and receives) feedback to (and from) these actors; and (iii) these feedbacks help decision makers to undertake organizational changes to respond to the environment and shape it.


RESUMO Em seus projetos pedagógicos, os cursos de gestão de saúde privilegiam a multidisciplinaridade, interdisciplinaridade, integralidade e transversalidade, cujo principal mérito é problematizar as questões da saúde sob diferentes perspectivas teóricas. Analisar as questões da área da saúde a partir de diversos prismas não implica necessariamente no desenvolvimento de competências transversais. O desenvolvimento e a aplicação dessas competências pressupõem ir além da integração entre conteúdos curriculares e entre teoria e prática. Dependem de como os conhecimentos serão articulados às mudanças nos níveis organizacional, setorial e institucional e da coevolução entre essas competências e essas mudanças. Entende-se que a atuação do gestor de serviços de saúde é efetivamente transversal quando: (i) atua nas fronteiras organizacionais, fomentando a interação entre as organizações e outros atores do sistema; (ii) provê (e recebe) feedbacks para esses (desses) atores; e (iii) esses feedbacks auxiliam os tomadores de decisão a empreender mudanças organizacionais, de modo a responder ao ambiente e a moldá-lo.


Subject(s)
Humans , Competency-Based Education/methods , Health Facility Administrators/education , Professional Competence , Brazil , Health Facility Administrators/organization & administration
13.
Rev. ABENO ; 19(1): 40-48, 2019. tab
Article in Portuguese | LILACS, BBO | ID: biblio-1022149

ABSTRACT

Relata-se a experiência de um Curso de Odontologia no desenvolvimento de habilidades psicomotoras, cognitivas e sociais dos discentes a partir da atuação interprofissional entre as áreas de Odontologia, Psicologia e Terapia Ocupacional. Descreve-se o diagnóstico e o acompanhamento do desenvolvimento dessas habilidades em atividades curriculares obrigatórias (unidades curriculares) e não obrigatórias (Projeto de Acompanhamento de Competências Técnicas de Odontologia ­ PACTO). Verificou-se que, além do pioneirismo da inserção curricular da Psicologia e da Terapia Ocupacional no desenvolvimento de habilidades para a práxis odontológica, essa experiência visibiliza aos docentes e discentes e à comunidade acadêmica a importância dos aspectos psicomotores, cognitivos e sociais no processo de ensino-aprendizagem em Odontologia(AU).


This paper reports the experience of a School of Dentistry in the development of psychomotor, cognitive, and social skills of students, based on the interprofessional collaborative practice between the areas of dentistry, psychology and occupational therapy. It describes the diagnosis and follow-up of the development of these skills in compulsory curricular activities (curricular units) and non-compulsory ones (Project for Follow-up of Dentistry Technical Competences, known as PACTO). It was verified that, in addition to the pioneering curricular insertion of psychology and occupational therapy in the development of skills for dental praxis, this experience renders the psychomotor, cognitive, and social aspects of the teaching-learning process in Dentistry noticeable for teachers, students, and the academic community (AU).


Subject(s)
Psychomotor Performance , Students, Dental , Occupational Therapy , Problem-Based Learning/methods , Education, Dental , Brazil , Competency-Based Education/methods , Educational Measurement/methods
14.
Rev. ABENO ; 19(1): 97-105, 2019. ilus, tab
Article in Portuguese | LILACS, BBO | ID: biblio-1022680

ABSTRACT

O termo currículo refere-se ao percurso seguido pelo estudante em uma instituição de ensino superior desde o momento em que inicia seu processo de formação profissional até a graduação. As Diretrizes Curriculares Nacionais (DCN) para os cursos de graduação em Odontologia, instituídas pela Resolução CNE/CES 3, de 19 de fevereiro de 2002, definem os princípios, fundamentos, condições e procedimentos da formação de cirurgiões-dentistas, primando pela formação de um profissional integral. As Instituições de Ensino Superior (IES) têm em mãos o desafio de construir projetos pedagógicos que operacionalizem esse conceito, de modo a atender as demandas da sociedade. Neste contexto, este estudo de abordagem qualitativa e exploratória objetivou analisar criticamente as matrizes curriculares de dois cursos de Odontologia, pertencentes a IES localizadas em regiões distintas do país. A metodologia utilizada considerou um modelo lógico para avaliação da formação do cirurgião-dentista com base nas DCN, proposto por Pessoa e Noro. Foram analisadas as dimensões referentes à integração entre os ciclos básico e profissionalizante, ao desenvolvimento de competências e habilidades desejáveis, a formação profissional, além do desenvolvimento do estágio curricular e atividades complementares. Foi verificado que as duas estruturas curriculares estão em consonância com os ideais preconizados pelas DCN, apesar de conterem pontos que não fortalecem a formação profissional do egresso. Observou-se que ambas as matrizes apresentam potencialidades e fragilidades, que inspiram discussões (AU).


The term "curriculum" refers to the program followed by students in an institution of higher learning from the moment they begin their course of professional training until graduation. The National Curricular Guidelines (NCG) for undergraduate studies in dentistry, instituted by Resolution CNE/CES 3, February 19, 2002, define the principles, basis, conditions and procedures for the training of fulltime professional dental surgeons. Higher Education Institutions (HEIs) face the challenge of designing pedagogical projects that implement these concepts in order to meet the demands of society. In this context, the objective of this qualitative and exploratory study was to critically analyze the curricular matrices of two dentistry programs from HEIs located in distinct regions of Brazil. A logical model based on national curriculum guidelines (NCG) proposed by Pessoa and Noro was used to evaluate the formation of dental surgeons. This study analyzed the integration between basic and professional activities, the development of desirable competencies and abilities, and professional development beyond residency and complementary activities. It verified that the curriculum structures of the two institutions are in agreement with the ideals advocated by the NCG, in spite of containing aspects which do not strengthen the profession formation of graduates. It was observed that both models have strengths and weaknesses, which should elicit further discussions (AU).


Subject(s)
Competency-Based Education/methods , Curriculum/standards , Dental Staff , Education, Dental , Brazil , Qualitative Research , Health Human Resource Training
15.
Rev. chil. cir ; 70(6): 503-509, dic. 2018. tab
Article in Spanish | LILACS | ID: biblio-978022

ABSTRACT

Objetivos: El desarrollo de actividades profesionales confiables (APROC) para el graduado de medicina en Cirugía Mínimamente Invasiva (CMI) es una necesidad en Colombia. La evidencia disponible es limitada. Este estudio describe la experiencia preliminar con una intervención orientada a esta necesidad, en el marco de un modelo de educación basada en competencias (EBC). Materiales y Métodos: Se diseñó una intervención orientada al desarrollo de actitudes, conocimientos y habilidades prácticas en CMI para estudiantes de medicina, mediante un enfoque de aula invertida extendida. Se realizaron evaluaciones pre y posintervención mediante el cuestionario Team-STEPPS (actitudes), exámenes de conocimiento y OSATS (habilidades prácticas). Se realizaron comparaciones pre y posintervención (t-test (p < 0,05) y mediciones del tamaño del efecto de la intervención (prueba d Cohen). Finalmente se evaluó la satisfacción estudiantil. Resultados: Un total de 99 estudiantes participaron en el estudio. Se encontraron diferencias estadísticamente significativas (p < 0,05) entre las mediciones pre y posintervención, y gran efecto en las actitudes, conocimientos y habilidades prácticas (d > 0,80). Se evidenció alta satisfacción estudiantil. Discusión: El diseño instruccional a través de metodologías interactivas permite desarrollar APROC en CMI, desde el pregrado. Estos resultados son similares a los reportados en otras intervenciones en el marco de la EBC. Conclusión: Nuestra intervención demostró efectos positivos sobre competencias estudiantiles orientadas al desarrollo de APROC en CMI para el futuro graduado. Aun es necesario medir estas competencias en la práctica real y al finalizar la carrera, para determinar si estas actividades pueden ser totalmente confiables a los participantes en su futura práctica profesional.


Aims: The development of entrustable professional activities (EPAs) in minimally invasive surgery (MIS) for undergraduates is a need in Colombia. The available evidence is limited. This study aims to describe the preliminary experience with an intervention oriented to this need, embedded in the framework of a competence-based education model (CBE). Materials and Methods: An intervention was designed for the development of EPAs in MIS oriented to the development of attitudes, knowledge and practical skills in medical students. Intervention was delivered through an extended inverted classroom approach. Pre- and postintervention measures were performed by using the Team-STEPPS questionnaire (attitudes), knowledge assessments and OSATS (practical skills). Comparisons were performed by t-test tests (p < 0.05) and the effect size of the intervention was calculated by the Cohen d test. Finally, the student's satisfaction was evaluated. Results: A total of 99 students participated in the study. The intervention showed statistically significant differences (p < 0.05), and great effect on attitudes, knowledge and practical skills (d > 0.80). Likewise, high student satisfaction was evidenced. Discussion: Interactive instructional design fosters development of EPAs in MIS for medical undergraduates. These results are similar to those reported in other interventions under the CBE model. Conclusion: Our intervention showed positive effects on competences oriented to the development of EPAs in MIS for the future graduate. Still is necessary to assess these competencies in real practice and at the end of medical career, in order to evaluate if these activities can be totally reliable to the participants in their future professional practice.


Subject(s)
Humans , Male , Female , Adult , Young Adult , Students, Medical , Clinical Competence , Competency-Based Education/methods , Minimally Invasive Surgical Procedures/education , Education, Medical, Graduate/methods , Professional Competence , Surveys and Questionnaires , Colombia , Educational Measurement , Controlled Before-After Studies , Simulation Training
16.
Rev. ABENO ; 18(2): 94-103, maio 2018. tab
Article in Portuguese | LILACS, BBO | ID: biblio-908780

ABSTRACT

O objetivo foi descrever e discutir a experiência acadêmica no Sistema de Saúde Pública da Catalunha (Espanha) pelo Programa Ciência sem Fronteiras, relacionando-a com as Diretrizes Curriculares Nacionais (DCN) para os Cursos de Graduação em Odontologia do Brasil; características e produtividade dos serviços de saúde da Odontologia e do sistema informatizado do Centro de Atenção Primária (CAP). Trata-se de um estudo descritivo de uma experiência realizada em um CAP da Catalunha em 2012, na cidade de Sant Andreu de la Barca. Contém análise bibliográfica documental de guias, manuais, livros e artigos de revistas nacionais e estrangeiras publicadas sobre o assunto, e dados secundários do CAP, obtidos em planilhas e página da internet do Sistema Generalitat de Catalunya. Os resultados mostraram que 3.316 pacientes receberam atendimento odontológico, sendo 3.141 realizados pela cirurgiã-dentista e 175 pela técnica em saúde bucal; foram realizadas 4.515 consultas, 1.421 exodontias e 586 revisões odontológicas em escolares. O sistema informatizado utilizado representava uma ferramenta tecnológica importante, pois todas as informações de saúde do paciente eram interligadas entre profissionais do CAP, o que tornava o processo de trabalho mais prático e organizado. Concluiu-se que a experiência acadêmica em serviço de saúde pública de outro país, tendo como ponto de partida os cuidados primários de saúde, pode contribuir na formação acadêmica do estudante brasileiro, pois se relaciona diretamente com as habilidades e competências dispostas nas DCN, tais como a atenção à saúde de forma integrada e contínua; análise crítica dos problemas; tomada de decisões; liderança; administração e gerenciamento; comunicação e educação permanente (AU).


The objective was to describe and discuss the academic experience in the Public Health System of Catalonia, (Spain) by the Programa Ciência sem Fronteiras, relating it to Diretrizes Curriculares Nacionais (DCN) for Dentistry Courses in Brazil; characteristics and productivity of the dental health services and the computerized system of the Primary Center Care (PCC). It is a descriptive study carried out in a PCC of Catalonia (Spain) in 2012, in the city of Sant Andreu de la Barca. It contains bibliographical analysis of guides, manuals, books and articles of national and foreign journals published on the subject, and secondary data of the PCC, obtained in spreadsheets and website of the System Generalitat de Catalunya. The results showed that 3.316 patients received dental care, of which the dental surgeon performed 3.141 and the oral health technique 175; 4.515 consultations, 1.421 exodontias and 586 dental examinations were carried out in schoolchildren. The computerized system used represented an important technological tool, since all the patient's health information was interconnected among PCC professionals, which made the work process more practical and organized. It was concluded that the academic experience in the public health service of another country, starting from Primary Health Care, can contribute to the academic formation of the Brazilian student, since it is directly related to the skills and competences established in the DCN as: care health in an integrated and continuous way; critical analysis of problems; decision making; leadership; administration and management; communication and continuing education (AU).


Subject(s)
Education, Dental , Health Services , International Educational Exchange , Primary Health Care , Competency-Based Education/methods , Epidemiology, Descriptive , Spain
17.
Rev. habanera cienc. méd ; 17(1): 129-143, ene.-feb. 2018. ilus
Article in Spanish | LILACS, CUMED | ID: biblio-901805

ABSTRACT

Introducción: Una de las tendencias a nivel mundial es el enfoque de competencias en el ámbito académico, para lo cual es necesaria la preparación de los profesores que permita un desempeño docente con este enfoque. Objetivo: El trabajo tiene como objetivo diseñar un modelo pedagógico para el mejoramiento del desempeño docente con enfoque de competencias en la especialidad de Pediatría de la Facultad de Ciencias Médicas Salvador Allende en correspondencia con las exigencias sociales y del Sistema Nacional de Salud cubano. Material y métodos: Se utilizaron métodos teóricos, empíricos y estadísticos. De una población de 32 profesores, participó 65,62 por ciento y sus dos directivos. El muestreo fue incidental. Resultados: Es un modelo pedagógico. Se estructura en dos niveles: conceptual y metodológico. El conceptual comprende los fundamentos teóricos, las ideas rectoras, las dimensiones y la finalidad. El metodológico se concreta en su dinámica de aplicación y se estructura en cuatro etapas con objetivos definidos y un conjunto de acciones: Etapa I: Identificación de la posibilidad de obtención de información y su pertinencia; Etapa II: Determinación de problemas; Etapa III: Diseño de actividades para el mejoramiento del desempeño docente con enfoque de competencias. Etapa IV: Evaluación del modelo. Conclusiones: La modelación como método científico permitió la elaboración de un modelo pedagógico para el mejoramiento del desempeño docente con enfoque de competencias de los profesores de la especialidad de Pediatría de la Facultad de Ciencias Médicas Salvador Allende. La validación del modelo resultó estadísticamente significativa(AU)


Introduction: The approach on competences in the academic field is one of the trends worldwide; therefore, professors´ preparation that leads to a teaching performance based on this approach is necessary. Objective: This work is aimed at designing a pedagogical model for the improvement of teaching performance with an approach on competences in the specialty of Pediatrics in Salvador Allende Medical Faculty in accordance with the social demands of the Cuban National Health System. Material and methods: Theoretical, empirical, and statistical methods were used. Out of a total population of 32 professors, the 65,62 percent of them and the two directors participated in the study. Sampling was incidental. Results: It is a pedagogical model, which is structured in two levels: conceptual and methodological. The conceptual level comprises the theoretical basis, principal ideas, dimensions, and purpose. The methodological level limits itself in its application in dynamics and it is structured in four stages with defined objectives and a group of actions: Stage I: Identification of the possibility of obtaining information and its relevance; Stage II: Setting of problems; Stage III: Design of activities for the improvement of the teaching performance with an approach on competences. Stage IV: Evaluation of the model. Conclusions: The method of scientific modeling allowed the development of apedagogical model for the teaching performance with an approach on competences in the professors of the specialty of Pediatrics in Salvador Allende Medical Faculty. The validation of the model was statistically significant(AU)


Subject(s)
Humans , Adult , Pediatrics , Models, Educational , Competency-Based Education/methods , Schools, Medical/standards
18.
Ciênc. Saúde Colet ; 23(1): 51-59, Jan. 2018. tab
Article in Portuguese | LILACS | ID: biblio-890497

ABSTRACT

Resumo A Simulação de Alta-Fidelidade é um método pedagógico fundamental no processo de ensino-aprendizagem dos estudantes de enfermagem. Realizou-se um estudo exploratório e descritivo, de abordagem qualitativa, com o objetivo de compreender a percepção dos estudantes do curso de Licenciatura em Enfermagem sobre o contributo da Prática Simulada de Alta-Fidelidade para a aprendizagem das suas competências clínicas. Utilizou-se o questionário de autopreenchimento, composto por questões abertas, e a técnica de análise de conteúdo para tratamento do material narrativo segundo Bardin. Com o desenvolvimento do cenário clínico, salienta-se a percepção dos estudantes de enfermagem na aprendizagem de competências profissionais em três domínios, com maior enfoque no da prestação e gestão de cuidados. Concluiu-se que a Simulação de Alta-Fidelidade é um pilar fundamental na formação dos estudantes de enfermagem, o que vem reforçar a prática pedagógica existente. Salientamos a necessidade de reformular os cenários de forma a um maior equilíbrio da aprendizagem nas diferentes dimensões das suas competências profissionais e desenvolver instrumentos de avaliação.


Abstract The High-Fidelity Simulation is a fundamental pedagogical method in the nursing student's teaching-learning process. An exploratory and descriptive study was performed by using a qualitative approach in order to understand the Nursing Degree course students' perception about the contribution of the Simulated High-Fidelity Practice for clinical competence learning. The self-filling questionnaire, composed of open questions and the technique of content analysis for the treatment of narrative material according to Bardin, was used. With the clinical scenario development, we emphasize the nursing students' perception in the learning of professional competences in three domains with greater focus in the field of care delivery and management. It was concluded that the High-fidelity Simulation is a fundamental pillar in the nursing students training, which reinforces the existing pedagogical practice. We stress the need to reformulate the scenarios in order to achieve a better learning balance in the different dimensions of their professional competences and to develop evaluation tools.


Subject(s)
Humans , Male , Female , Young Adult , Students, Nursing/psychology , Competency-Based Education/methods , Education, Nursing/methods , High Fidelity Simulation Training , Surveys and Questionnaires , Clinical Competence , Educational Measurement , Learning
19.
Ciênc. Saúde Colet ; 23(1): 17-28, Jan. 2018. tab
Article in Portuguese | LILACS | ID: biblio-890481

ABSTRACT

Resumo O estudo objetiva avaliar percepções de domínio de capacidades em gestão da clínica de participantes de cursos orientados por competência e baseados em metodologias ativas de ensino-aprendizagem, antes e após o processo de formação oferecido. Três marcos conceituais foram utilizados: gestão da clínica, expectativa de autoeficácia e concepção holística de competência. Metodologicamente, disponibilizou-se instrumento eletrônico para alunos de cursos de especialização adaptado da escala de Likert, em dois momentos, antes da realização dos cursos e ao término dos mesmos. O conjunto dos sujeitos que participaram simultaneamente nos dois momentos foi composto de 825 especializandos. Na análise, foram utilizados média, mediana, desvio-padrão e o teste de Wilcoxon. Em termos de resultados, em geral, a percepção de domínio de capacidades em gestão da clínica aumentou após os cursos, evidenciando a contribuição positiva do processo na formação dos especializandos. Conclui-se, dentre outros aspectos, que as inciativas educacionais estudadas, orientadas por competência e baseadas em metodologias ativas de ensino e aprendizagem, podem obter, dentre os seus resultados, o aumento da percepção de seus participantes acerca do domínio de capacidades presentes no perfil de competência, confirmando a hipótese do estudo.


Abstract The study aims to assess perceptions of mastery of abilities in clinical management in participants of courses oriented by competency and based on active methodologies of teaching and learning, before and after the offered training process. Three conceptual frameworks were utilized: clinical management, expectation of auto-efficacy, and the holistic concept of competency. Methodologically, an electronic instrument was made available to students of the training courses, adapted to the Likert scale, in two stages: before the courses were undertaken and after their completion. The group of subjects that participated simultaneously in both stages was comprised of 825 trainees. Average, mean, standard deviation, and the Wilcoxon test were utilized in the analysis. Generally, in terms of findings, the perception of mastery of abilities in clinical management increased after the courses, proving a positive contribution of the training process of the students. Among other aspects of their results, it is concluded that the educational initiatives studied, oriented by competency and based in active methodologies of teaching and learning, can obtain the increase in perception of their participants regarding the mastery of abilities present in the competency profile, confirming the study's hypothesis.


Subject(s)
Humans , Male , Female , Adult , Aged , Young Adult , Students, Health Occupations , Clinical Competence , Competency-Based Education/methods , Education, Professional/methods , Teaching , Curriculum , Educational Measurement , Learning , Middle Aged
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