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1.
Psico USF ; 26(3): 403-416, Jul.-Sept. 2021. tab, graf
Article in English | LILACS, INDEXPSI | ID: biblio-1351345

ABSTRACT

There are few studies found in the literature that analyze the university professor duties, specifically in the area of health. The purpose of this article was to describe the construction of a scale to evaluate the importance of health teaching skills and to seek evidence of validity using factorial (exploratory and confirmatory) analyzes based on the internal structure. The sample was composed by university students of Nursing and Medical courses (n = 315). The results indicated the presence of 4 factors that remained in the model after performing the confirmatory factorial analysis, which are: use of information and communication technologies in teaching (13 items, α = 0,87); Teaching in practical health scenarios (10 items, α = 0,81); Interpersonal relationship (6 items, α = 0,89); and Didactics (5 items; α = 0,63). We concluded that the instrument has initial evidence of validity and may be applicable in studies to diagnose the learning needs of university professors. (AU)


Há poucos estudos encontrados na literatura que analisem o contexto do professor universitário, especificamente na área de saúde. Esse artigo teve como propósito descrever a construção de uma escala de avaliação da importância das habilidades de ensino em saúde e reunir evidências de validade utilizando análises fatoriais (exploratória e confirmatória) com base na estrutura interna. A amostra foi composta por estudantes universitários dos cursos de enfermagem e medicina (n = 315). Os resultados indicaram a presença de quatro fatores que permaneceram no modelo após a realização da análise fatorial confirmatória. São eles: uso de tecnologias de informação e comunicação no ensino (treze itens; α = 0,87); ensino em cenários práticos de saúde (dez itens; α = 0,81); relacionamento interpessoal (seis itens; α = 0,89); didática (cinco itens; α = 0,63). Concluiu-se que o instrumento possui evidências iniciais de validade e pode ser aplicável em pesquisas de diagnóstico de necessidades de aprendizagem de professores universitários. (AU)


En la literatura son escasos los estudios encontrados para analizar el contexto de los profesores universitarios, específicamente en el área de salud. Este artículo tuvo como propósito describir la construcción de una escala para evaluar la importancia de las habilidades docentes en salud y buscar evidencias de validez utilizando análisis factoriales (exploratorio y confirmatorio) basados ​​en la estructura interna. La muestra se compuso por estudiantes universitarios de los grados de Enfermería y Medicina (n = 315). Los resultados indicaron la presencia de cuatro factores que permanecieron en el modelo después de la realización del análisis factorial confirmatorio. Son ellos: uso de las tecnologías de la información y de la comunicación en la enseñanza (trece ítems, α = 0,87); enseñanza en entornos prácticos de salud (diez ítems, α = 0,81); relación interpersonal (seis ítems, α = 0,89); didáctica (cinco ítems, α = 0,63). Se concluye que el instrumento tiene evidencias iniciales de validez y puede ser aplicado en investigaciones para diagnosticar las necesidades de aprendizaje de los profesores universitarios. (AU)


Subject(s)
Humans , Adolescent , Adult , Middle Aged , Young Adult , Professional Competence , Teaching/education , Educational Technology/education , Faculty, Medical/psychology , Faculty, Nursing/psychology , Teacher Training , Interpersonal Relations , Students, Medical/psychology , Students, Nursing/psychology , Reproducibility of Results , Factor Analysis, Statistical , Education, Higher , Qualitative Research
3.
Rev. Hosp. Ital. B. Aires (2004) ; 38(3): 110-114, sept. 2018. graf.
Article in Spanish | LILACS | ID: biblio-1022821

ABSTRACT

Introducción. La educación en residencias médicas, tiene como objetivo el desarrollo de competencias. Para que esto ocurra los tutores deben reflexionar sobre su propia actividad docente. El objetivo de este trabajo es conocer qué piensan los residentes del Servicio de Obstetricia del Hospital Italiano de Buenos Aires (HIBA) respecto de la supervisión que reciben. Material y métodos. Se realizó un cuestionario abierto no estandarizado sobre aspectos relevantes de la supervisión de los residentes. Las preguntas se enfocaron en la supervisión en general que reciben. Resultados. Se analizaron 14 cuestionarios. La supervisión en general, (11/14) fue considerada "adecuada", (refiriéndose a la posibilidad de consulta, supervisión constante en cirugías y buen clima de aprendizaje). Observaron falencias en la supervisión en guardia (5/14). Perciben un buen equilibrio entre autonomía alcanzada y la posibilidad de consulta. Sobre las devoluciones, todos consideran que deben ser oportunas (cercanas a la situación que está siendo evaluada), y destacan que no siempre es así (6/14). Las evaluaciones formativas son consideradas suficientes para valorar el desempeño de los residentes (8/14). La mayoría (9/14) proponen actividades de simulación y talleres de casos clínicos y temas básicos de obstetricia (5/14). Comentarios. La realización de este cuestionario permitió conocer la opinión de los residentes sobre aspectos relevantes de la enseñanza clínica y de la supervisión que reciben. Los resultados muestran que la supervisión en general ha sido considerada como positiva y que existe un buen clima de aprendizaje. (AU)


Introduction. The ultimate goal of medical education during residency is skill development. In order for this to occur, tutors must often reflect on their own teaching activity and experiences. The aim of this study was to evaluate how the residents of the Obstetrics Department of the Hospital Italiano of Buenos Aires (HIBA) perceive the supervision they receive from their elder staff. Materials and Methods. We developed an open non-standardized questionnaire detailing relevant aspects of resident supervision. The questions were specifically oriented towards the global aspects of the supervision process. Results. Fourteen questionnaires were analyzed. In general, 11 out of 14 described their supervision as "adequate" in terms of availability of advisory and consultation opportunities, constant supervision during surgical procedures and an encouraging learning environment. Several weaknesses were observed regarding supervision during active call duty (5/14). In general, a favorable balance is noted between resident autonomy and senior availability for consult. With regards to feedback, they all concur in saying that timing is key (ideally feedback should be offered in close proximity to the activity that is being supervised) and point out that this is not always the case (6/14). Formative assessments are globally considered adequate for resident evaluation (8/14). Most surveys suggest use of simulation activities and clinical case workshops regarding basic obstetric practice scenarios (9/14). Comments. The development of this questionnaire has given us great insight towards our residents' thoughts regarding clinical teaching and supervision. Results show that supervision is in general regarded as a positive experience and the learning environment is perceived as pleasant and nurturing. (AU)


Subject(s)
Humans , Male , Female , Adult , Health Evaluation/statistics & numerical data , Obstetrics and Gynecology Department, Hospital/statistics & numerical data , Education, Medical/statistics & numerical data , Educational Measurement/statistics & numerical data , Internship and Residency/statistics & numerical data , Mentors/education , Surveys and Questionnaires , Professional Autonomy , Education, Medical/organization & administration , Health Postgraduate Programs , Faculty, Medical/psychology , Faculty, Medical/trends , Internship and Residency/organization & administration , Learning
4.
Interface (Botucatu, Online) ; 22(64): 237-249, jan.-mar. 2018.
Article in Portuguese | LILACS | ID: biblio-893462

ABSTRACT

A Universidade Federal de São Carlos (UFSCar) implantou seu curso de Medicina em 2006, com currículo baseado em competências e aprendizado prático integrado ao SUS. O objetivo deste trabalho é apresentar uma pesquisa com docentes e graduandos da Primeira Turma da Medicina-UFSCar, realizada por meio da metodologia da História Oral de Vida. As narrativas indicam que o currículo favoreceu o desenvolvimento de competências como: capacidade de busca, pensamento crítico-reflexivo e autogerenciamento do aprendizado, apesar de relatos sobre deficiências em infraestrutura. A prática integrada ao SUS, especialmente nas Unidades de Saúde da Família, aprimorou as dimensões intelectivas, relacionais e afetivas do cuidado, favorecendo a autonomia profissional.(AU)


Universidade Federal de Sao Carlos (UFSCar) launched in 2006 the UFSCar Medical School, with constructivist, competency curriculum and practice based learning, interweaved in the SUS structure. The objective of the present study is to analyze the perceptions of teachers and students from the first group of graduates about their experience usingthe methodology called Life Oral History. Despite reports of infrastructure deficiencies, the narratives suggest that the curriculum favored the development of competencies such as search capability, critical and reflective thinking and self-managed learning. The fact of having practice integrated into the SUS, especially within the Family Health Units, improved intellective, relational and affective dimensions of patient care, favoring professional autonomy.(AU)


La Universidad Federal de São Carlos (UFSCar) implantó su curso de Medicina en 2006, con un currículo basado en competencia y aprendizaje práctico integrado al SUS. El objetivo de este trabajo es presentar una encuesta con docentes y alumnos de graduación de la Primera Promoción de Medicina-UFSCar, realizada por medio de la Metodología de la Historia Oral de Vida. Las narrativas indican que el currículum favoreció el desarrollo de competencias tales como: capacidad de búsqueda, pensamiento crítico-reflexivo y auto-gestión del aprendizaje, a pesar de relatos sobre deficiencias en infraestructura. La práctica integrada al SUS, especialmente en las Unidades de Salud de la Familia, perfeccionó las dimensiones intelectivas, relacionales y afectivas del cuidado, favoreciendo la autonomía profesional.(AU)


Subject(s)
Humans , Male , Female , Competency-Based Education , Faculty, Medical/psychology , Schools, Medical/history , Schools, Medical/organization & administration , Students, Medical/psychology , Unified Health System , Narration
5.
Poiésis (En línea) ; 22(Dic.): 1-7, 2011.
Article in Spanish | LILACS, COLNAL | ID: biblio-1095761

ABSTRACT

El objetivo de la presente investigación es analizar las posibles manifestaciones de síndrome de Burnout en veintidós docentes catedráticos y ocasionales de los programas de medicina y trabajo social, de una universidad del eje cafetero ­ Colombia en el primer semestre del 2011. Para esto se realizó un estudio de tipo cuantitativo descriptivo de corte transversal, basándonos en los datos arrojados en cuanto a la aplicación del instrumento psicológico Maslach Burnout Inventory (MBI). Se encontró que el nivel bajo fue de un 5%, en el nivel medio se presento un 82% y en el nivel alto un 14%, a su vez se halló que a menor edad hay una mayor prevalencia de presentar dicho síndrome.


The objective is to analyze the possible manifestations of Burnout syndrome in twenty-two professors and occasional educational programs in medicine and social work, University of Quindío in the first half of 2011. For this we performed a quantitative study of cross sectional, based on the data produced regarding the application of psychological instrument Maslach Burnout Inventory. It was found that the low was 5% in the average level was presented by 82% and 14% high in turn was found that the younger is a higher prevalence of this syndrome.


Subject(s)
Humans , Burnout, Psychological , Burnout, Professional , Faculty, Medical/psychology , Occupational Stress
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