Educação profissional técnica de nível médio em enfermagem: em foco as metodologias de ensino / Medium level technical professional education in nursing: focus on teaching methodologies

A educação profissional técnica de nível médio (EPTNM) é uma modalidade da educação básica e, na especificidade da enfermagem, volta-se à formação de auxiliares e técnicos de enfermagem. Enfocá-la é primordial, pois são esses trabalhadores que compõem o maior contingente profissional da equipe de saúde. Nos últimos anos, tem havido, nas escolas técnicas, a partir das políticas e legislações, grande ênfase na realização de mudanças nas metodologias de ensino. O objetivo deste estudo é analisar quais são as tendências pedagógicas que estão na base dos documentos institucionais e das decisões dos professores em sala de aula, a partir de suas visões, no que se refere às metodologias de ensino que norteiam a formação dos técnicos de enfermagem. Trata-se de estudo descritivo-exploratório e documental, com abordagem qualitativa, realizado em uma escola técnica pública no interior do Estado de São Paulo. Foram analisados documentos institucionais e sete professoras do curso técnico em enfermagem participaram de uma entrevista semiestruturada. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da EERP/USP. Os dados foram analisados a partir da análise temática, sendo configuradas três temáticas: Indicações institucionais e político-legais em relação ao referencial metodológico; Metodologia de ensino: proposições e implicações e A finalidade da formação do técnico em enfermagem. A intencionalidade de transcender à perspectiva tradicional faz-se presente, todavia, as professoras enfocam a metodologia de ensino com ênfase técnica, referindo-se a estratégias, não sendo apontadas as teorias que alicerçam as decisões pedagógicas. Os documentos institucionais apontam, predominantemente, para conceitos oriundos do escolanovismo que vêm sendo retomados e ressignificados no cenário das políticas neoliberais. A formação do técnico de enfermagem segue, assim, voltada para o atendimento às demandas do mercado de trabalho, em contraposição à formação que tenha o SUS como eixo orientador. Investimentos na formação dos professores podem contribuir para a compreensão ampla e com criticidade acerca de metodologias de ensino e suas implicações

Medium level technical professional education (MLTPE) is a modality of basic education and, in the specificity of nursing; it focuses on the training of nursing assistants and technicians, Focusing on it is Paramount, as these workers make up the largest professional contingent of the health team. In recent years, in technical schools, based on policies and legislation, there has been great emphasis on making changes in teaching methodologies. The objective of this study is to analyze which are the pedagogical tendencies that are at the base of the institutional documents and of the decisions of the teachers in the classroom, through their visions, regarding the teaching methodologies that guide the training of nursing technicians. This is a descriptive-exploratory and documentary study, with a qualitative approach, carried out in a public technical school in the country of São Paulo State. Institutional documents have been analyzed and seven professors of the technical nursing course participated in a semi-structured interview. The EERP/USP Research Ethics Committee has approved the study. Data were analyzed based on thematic analysis, with three themes: Institutional and political-legal indications in relation to the methodological framework: Teaching methodology: propositions and implications, and The purpose of training nursing technicians. The intentionality of transcending the traditional perspective is present, however, the teachers focus on the teaching methodology with technical emphasis, referring to strategies, not pointing out the theories that support the pedagogical decisions. The institutional documents predominantly point to concepts originating from New Education that have been retaken and re-signified in the scenario of neoliberal policies. The training of nursing training that has the SUS as a guiding axis. Investments in teacher training can contribute to a broad and critical understanding of teaching methodologies and their implications

Educación en el trabajo en la enseñanza médica superior / Education at work in higher medical teaching

La formación de los profesionales de la salud se basa en el principio martiano y marxista de la vinculación estudio-trabajo, a lo que se denomina educación en el trabajo, como modalidad fundamental de organización del proceso docente educativo en el ciclo clínico de las diferentes carreras de la educación médica superior. A tales efectos, en el presente artículo se exponen los principales tipos de educación en el trabajo relacionados con la formación del estudiante universitario y del residente durante el período de especialización, así como las experiencias positivas aplicadas durante años por los autores. Este material será un instrumento útil para los profesores y contribuirá a elevar la calidad de la formación de médicos y especialistas.

Health professionals training is based on Martí and Marx principle of linking study-work, what is denominated education at work, as fundamental modality of organization of the teaching educational process in the clinical cycle for the different careers of the higher medical education. To such effects, the main types of education at work related to the university student and intern training during the period of specialization are exposed in this work, as well as the positive experiences implemented during years by the authors. This material will be a useful instrument for the professors and it will contribute to elevate the quality of doctors and specialists training.

Online continuing interprofessional education on hospital-acquired infections for Latin America

Abstract Introduction: Latin America is a large and diverse region, comprising more than 600 million inhabitants and one million physicians in over 20 countries. Resistance to antibacterial drugs is particularly important in the region. This paper describes the design, implementation and results of an international bi-lingual (Spanish and Portuguese) online continuing interprofessional interactive educational program on hospital-acquired infections and antimicrobial resistance for Latin America, supported by the American Society for Microbiology. Methods: Participation, satisfaction and knowledge gain (through pre and post tests) were used. Moreover, commitment to change statements were requested from participants at the end of the course and three months later. Results: There were 1169 participants from 19 Latin American countries who registered: 57% were physicians and 43% were other health care professionals. Of those, 1126 participated in the course, 46% received a certificate of completion and 54% a certificate of participation. There was a significant increase in knowledge between before and after the course. Of 535 participants who took both tests, the grade increased from 59 to 81%. Commitments to change were aligned with course objectives. Discussion: Implementation of this educational program showed the feasibility of a continent-wide interprofessional massive course on hospital acquired-infections in Latin America, in the two main languages spoken in the region. Next steps included a new edition of this course and a "New Challenges" course on hospital-acquired infections, which were successfully implemented in the second semester of 2015 by the same institutions.

Developing professionalism: dental students' perspective

To explore the undergraduate dental students' insight of their professionalism development through Focus Group Discussions [FGD]. Constructivist approach using qualitative phenomenological design. Fatima Memorial Hospital, College of Dentistry, Lahore, from April to June 2011. Four FGDs of 1st year [8 students], 2nd year [6 students], 3rd year [6 students] and 4th year [6 students] enrolled in Bachelor of Dental Surgery [BDS] program were conducted to explore how they have developed various elements of professionalism namely altruism, accountability, excellence, duty and service, honor and integrity, and respect for all; and how professionalism can be further developed in them. The FGDs were audio taped, transcribed and analyzed through thematic analysis. Triangulation of themes and trends were done through content analysis by relating to their respective frequency of quotes. Data verification was done through audit by second author. Role models and social responsibility were the main reasons in the students' professionalism development thus far with personal virtues and reasons; religion; and punishment and reward contributing to a lesser degree. Training contributed least but was deemed most in furthering professionalism. Excessive workload [quota] and uncongenial educational environment were considered detrimental to the cause. Formal planning and implementation of professionalism curriculum; selection of students with appropriate attributes; control of hidden curriculum, including effective role models, good educational and working environments will foster professionalism among dental students maximally

Contextos, impasses e desafios na formação de trabalhadores em Saúde Coletiva no Brasil / Contexts, impasses and challenges for training Public Health workers in Brazil

Comentário introdutório sobre conjunturas históricas, impasses institucionais e desafios curriculares na formação de trabalhadores em Saúde Coletiva no Brasil. Em primeiro lugar, propõe-se a tese de que o estado brasileiro não tem cumprido sua responsabilidade de garantir à população serviços públicos de qualidade, com acesso pleno e equidade, conformando "as quatro perversões da educação brasileira". Em segundo lugar, analisa-se o sistema público de saúde, em tese universalista, mas que, subfinanciado e com carências reconhecidas, contribui para aumentar a exclusão social. Finalmente, destaca-e a necessidade de novos modelos de formação de pessoas tecnologicamente competentes, capazes de trabalhar em equipe, criativas, autônomas, resolutivas, engajadas na promoção da saúde, abertas à participação social, comprometidas com a humanização da saúde.

An introductory comment is made on the historical background, institutional impasses and curriculum challenges for training Public Health workers in Brazil. Initially, a thesis is proposed, namely that the Brazilian state has not fulfilled its responsibility to ensure quality public services for the population, with access and equity, shaping "the four perversions of Brazilian education." Secondly, it analyzes the public health system, which is theoretically universal, but being underfunded and with acknowledged shortcomings, contributes to the increase in social exclusion. Lastly, it highlights the need for new models for training people who are technologically competent, suitable for teamwork, creative, autonomous, problem-solving, engaged in health promotion, open to social participation and committed to the humanization of health.

Quem educa queer: a perspectiva de uma analítica queer aos processos de educação em saúde / Who teaches queer: the prospect of queer theory analysis in the health education process

Este ensaio tem o objetivo apresentar uma reflexão sobre as possibilidades de incorporação de um corpo analítico queer aos processos de educação no campo da saúde. Isto porque o desenvolvimento do Sistema Único de Saúde tem revelado desafios que passam pela ampliação de conhecimentos, necessários, principalmente quanto à revitalização da noção de sujeito. Tomamos a perspectiva queer para compreender como as identidades e, em particular, as de gênero e sexualidade, são naturalizadas e essencializadas em um processo social e cultural, e como isso pode determinar, nos micros espaços sociais, práticas educacionais com potência de reforçar a subalternidade das chamadas sexualidades minoritárias. A teoria queer , enquadrada nas chamadas teorias pós-críticas da educação, é analisada com base nas categorias: poder, resistência, transgressão em contextos de normalização e subjetivação. Assume-se que processos de educação na saúde, ancorados em uma pedagogia queer , trabalham no plano da diferença e não da diversidade, propondo processos de desconstrução dos binarismos tais como natureza/cultura, razão/paixão, homossexual/heterossexual, caminhando na conformação de sujeitos sociais e culturais mais transgressores.

The scope of this essay is to reflect on the possibilities of inclusion of a queer analytical body to the processes of education in the health field. This is because the development of the Unified Health System, with its new set of health practices has revealed challenges that include broadening the knowledge set especially required for revitalization of the notion of subject. Queer theory is needed to understand how identities and in particular gender and sexuality are incorporated, in a social and cultural process, and how, in the micro-social spaces, it can determine educational practices with the power to reinforce the status of the so-called minority sexualities. Queer theory framed in so-called post-critical theories of education is analyzed from the categories of power, resistance, transgression in the context of standardization and subjectivity. It is assumed that processes of education in health, grounded in queer teaching, working in terms of difference and not diversity, proposing processes of deconstruction of binaries such as nature/culture, reason/passion, homosexual/heterosexual, working towards shaping more assertive cultural and social subjects.

Rendimiento académico y su relación con las características sociales del estudiante en la carrera de nutrición y dietética de la Facultad de Medicina gestión 1994 a 1998 / Academic performance and its relationship with the social characteristics of the students in the nutrition and dietetics school of the medical school from 1994 to 1998

Pregunta de investigación. ¿ Cuál es la relación entre rendimiento académico y las características sociales de los estudiantes manifestados en motivación de ingreso a la carrera, condiciones socioeconómicas, hábitos de estudio, autoestima y actitud hacia la profesión, en la carrera de nutrición. Objtivos. Establecer el rendimiento académico dela población estudiada a través del promedio de califficaciones y su relación con algunas caracteristícas del estudiante como ser: motivación de ingreso a la carrera, condiciones socioeconómicas, hábitos de estudio, autoestima y actitude hacia la profesión. Diseño. Estudio descriptivo y retrospectivo. Lugar y población. Estudiantes de la Carrera de Nutrición y Dietética matriculados en las gestiones de 1994 a 1998. Métodos. El estudio se realizó en 112 estudiantes. La información sobre el rendimiento académico se obtuvo retrospectivamente de los registros de la Carrera. Para la variable independiente, características del estudiante, se aplico un cuestionario con preguntas estructuradas y abiertas. Se analizó la relación de variables independientes con el rendimiento académico, a través de dos modelos estadísticos: prueba de independencia y la prueba de diferencia de medias (ANOVA). Finalemnte, se seleccionaron aquellas variables que tuvieron diferencia significativa y mediante un modelo de regresión múltiple se estudió el efecto de las variables independientes en el rendimiento académico. Resultados. Los resultados de análisis de la diferencia de medias demuestran que: Los educandos de clase media alta obtienen puntajes mas altos en sus calificaciones en relación a los de clase baja p=0.031. Los educandos que indicaron motivos de comodidad o tan solo obtención de un título profesional, valor de p=0.001. Existe diferencia significativa en el promedió de alificaciones según autoestima, a ,ayor autoestima le corresponde un mayor promedio en sus notas, valor de p= 0,000. El tiempo dedicado al estudio tambien presenta diferencia significativa, valor de p= 0,006. No existe diferencia en el promedio de claificaciones entre los estudiantes con actitud favorable hacia la profesión y aquellos con actitud desfavorables, valor de p= 0.841.