Portfólio: percepção de estudantes de graduação da área da saúde / Portafolio: percepción de los estudiantes de pregrado en eláreade la salud / Portfolio: perception of undergraduate students in the healthcare field

Introdução:A formação em saúde norteia a prática profissional, incidindo diretamente na atenção e assistência à saúde ofertada à população. Nesse sentido, o uso de métodos ativos de aprendizagem e avaliação, como por exemplo, o portfólio, podem contribuir para a construção de conhecimentos crítico-reflexivos. Objetivo:Evidenciara percepção de estudantes dos cursos da área da saúde, que cursam a disciplina de Saúde e Cidadania na Universidade Federal do Rio Grande do Norte sobre o uso do portfólio enquanto instrumento de avaliação do ensino aprendizagem. Metodologia:Os dados foram obtidos por meio da formação de grupo focaleanalisados pela análise do conteúdo. Definiram-se, então, as categorias temáticas:percepção sobre o portfólio; a elaboração do portfólio e a sua contribuição para a formação; dificuldades para formulação doportfólio;o portfólio como instrumento de avaliação. Resultados:Os estudantes compreendem o portfólio como instrumento de diálogo entre docentes e discentes, através dos relatos das vivências em grupo nos equipamentos sociais e reflexões individuais na construção de conceitos e aprofundamento teórico. Ainda referem inseguranças e dúvidas acerca da estruturação e confecção do instrumento, no entanto, percebem o portfólio como potente e inovador no auxílio aconstrução do conhecimento uma vez que permite oacompanhamento do processo de ensino-aprendizagem, possibilitando maior interação entre educador-educando, com produção de uma aprendizagem significativa.Conclusões:o portfólio estimula a reflexão e a crítica acerca das vivências nos cenários de práticas onde se desenvolve o componente curricular Saúde e Cidadaniacorroborando, sobremaneira, para a construção do conhecimento dos estudantes (AU).

Introduction:A degreein healthcare guides the professional practice, directly affecting the healthcare attention and assistance offered to the population. In this sense, the use of active learning and assessment methods, such as portfolios, can contribute to the construction of critical-reflective knowledge. Objective:To highlight the perception of students from health courses, who study the Health and Citizenship discipline at the Federal University of Rio Grande do Norte, regarding the use of the portfolio as an instrument for evaluating teaching and learning.Methodology:Data were obtained through the formation of a focus group and analyzed using content analysis. Thematic categories were then defined: perception of the portfolio; the preparation of the portfolio and its contribution to training; difficulties in formulating the portfolio; the portfolio as an assessment tool. Results:Students understand the portfolio as an instrument of dialogue between teachers and students, through reports of group experiences in social facilities and individual reflections in the construction of concepts and theoretical deepening. They still report insecurities and doubts about the structuring and creation of the instrument, however, they perceive the portfolio as powerful and innovativein helping to build knowledge as it allows the monitoring of the teaching-learning process, enabling greater interaction between educator and student, with the production of significant learning. Conclusions:The portfolio encourages reflection and criticism about the experiences in the practical scenarios where the curricular component -SACI is developed, greatly supporting the construction of students' knowledge (AU).

Introducción:La formación en salud orienta la práctica profesional, incidiendo directamente en la atención y asistencia sanitaria que se ofrece a la población. En este sentido, el uso de métodos activos de aprendizaje y evaluación, como los portafolios, puedecontribuir a la construcción de conocimiento crítico-reflexivo. Objetivo:Resaltar la percepción de estudiantes de carreras de salud, que cursan la disciplina Salud y Ciudadanía de la Universidad Federal de Rio Grande do Norte, sobre el uso del portafolios como instrumento de evaluación de la enseñanza y del aprendizaje. Metodología:Los datos se obtuvieron mediante la formación de un grupo focal y se analizaron mediante análisis de contenido. Luego se definieron categorías temáticas: percepción del portafolio; la elaboración del portafolio y su contribución a la formación; dificultades para formular el portafolio; el portafolio como herramienta de evaluación.Resultados:Los estudiantes entienden el portafolio como un instrumento de diálogo entre docentes y estudiantes, a través de relatos de experiencias grupales en establecimientos sociales y reflexiones individuales en la construcción de conceptos y profundización teórica. Aún reportan inseguridades y dudas sobre la estructuración y creación del instrumento, sin embargo, perciben el portafolio como poderoso e innovador para ayudar a la construcción de conocimiento ya que permite el seguimiento del proceso de enseñanza-aprendizaje, posibilitando una mayor interacción entre educador y estudiante, con la producción de aprendizajes significativos.Conclusiones: El portafolio incentiva la reflexión y crítica sobre las experiencias en los escenarios prácticos donde se desarrolla el componente curricular -SACI, apoyando en gran medida la construcción del conocimiento de los estudiantes (AU).

Contribución actual de la reunión clínico radiológica dentro del proceso educativo constructivista / Current radiological clinical meeting contribution amid constructivist educational process

La reunión clínico radiológica es una actividad académica influenciada y desarrollada las técnicas de la comunicación e información, así como por el advenimiento de nuevos recursos imagenológicos, por lo que su estructura como función asistencial y docente necesita de un nuevo modelo de actuación que mejore su utilidad asistencial, docente e investigativa a través de la incorporación de las nuevas tecnologías de la información y comunicación. Se realizó revisión de las prácticas clínicas y radiológicas reportadas en los últimos diez años en los sitios ERIC (Education Resources Information Center), Google escolar, Dialnet, Redalyc y Educateca a través de las palabras claves: servicio de radiología en hospital, educación, educación basado en competencias, y medios de comunicación. Se establecen elementos pedagógicos para crear un modelo que involucre las nueva tecnologías de la comunicación, interdisciplinaria y multidisciplinaria, donde el estudiante como centro del proceso educativo desarrolle los procesos de producción del conocimiento y aprendizaje profesional. El modelo estructurado propuesto permite su aplicabilidad en universidades y hospitales universitarios para la realización de las clínicas radiológicas a través de un proceso constructivista, utilizando las nuevas tecnologías de la información y comunicación con fundamentos integradores en la docencia medica(AU)

The radiological clinical meeting is an academic activity influenced and developed the techniques of communication and information, as well as the advent of new imaging resources, so that its structure as a care and teaching function needs a new model of action that improves its usefulness Assistance, teaching and research through the incorporation of new information and communication technologies. A review of the clinical and radiological practices reported in the last ten years in the ERIC (Educational Resources Information Center), Google scholar, Dialnet, Redalyc and Educateca sites was carried out through the keywords: radiology service in hospital, education, education Based on skills, and media. Pedagogical elements are established to create a model that involves the new communication technologies, interdisciplinary and multidisciplinary, where the students as the center of the educational process develop the processes of knowledge production and professional learning. The proposed structured model allows its applicability in universities and university hospitals for the realization of radiological clinics through a constructivist process, using the new information and communication technologies with integrative foundations in medical teaching(AU)

Developing accuracy and fluency in spoken english / Шинэ санаа Шинэ нээлт

This study explored that students may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors.With the aim to enhance those learners’ oral proficiency our paper discusses a four-step pedagogical method in which activities are carried out through four stages: pre-speaking, while speaking, post speaking and extension practice. Participants of our study were 30 students from the School of Public Health, MNUMS. The sample questionnaire is composed of 8 close-ended questions. 8 questions are given to thosen participants who are given clear instructions on how to complete the questionnaires before they start and after they finish 2 topics of lesson. They are required to choose one of the frequent adverbs of Seldom, Sometimes and Often to fill in each blank accoding to their first reaction. Before speaking, learners should be helped sufficiently in knowledge, vocabulary and strategies surveys to reduce their anxiety and pressure. While speaking, learners need to be given time and space to mainly develop their fluency, with full attention to express their meanings. After speaking, learners should be offered chances to notice the correct use of language so as to improve their speaking accuracy. At last, extension practice is significant to reinforce learners’ language use, for task repetition helps learners to develop fluent and accurate spoken English. This four-step pedagogical methods can be also significant for learners.

Developing accuracy and fluency in spoken english / Шинэ санаа Шинэ нээлт

This study explored that students may have difficulty in speaking fluent and accurate English, for their speaking competence are likely to be influenced by cognitive, linguistic and affective factors.With the aim to enhance those learners’ oral proficiency our paper discusses a four-step pedagogical method in which activities are carried out through four stages: pre-speaking, whilespeaking, post speaking and extension practice. Participants of our study were 30 students from the School of Public Health, MNUMS. The sample questionnaire is composed of 8 close-ended questions. 8 questions are given to thosen participants who are given clear instructions on how to complete the questionnaires before they start and after they finish 2 topics of lesson. They are required to choose one of the frequent adverbs of Seldom, Sometimes and Often to fill in each blank accoding to their first reaction. Before speaking, learners should be helped sufficiently in knowledge, vocabulary and strategiessurveys to reduce their anxiety and pressure. While speaking, learners need to be given time and space to mainly develop their fluency, with full attention to express their meanings. After speaking, learners should be offered chances to notice the correct use of language so as to improve their speaking accuracy. At last, extension practice is significant to reinforce learners’ language use, for task repetition helps learners to develop fluent and accurate spoken English. This four-step pedagogical methods can be also significant for learners.