Online laboratory practices and assessment using training and learning activities as teaching methodologies adapted to remote learning. Student satisfaction and improved academic performance.

This article presents new teaching methodologies implemented in subjects in the Ground Engineering Area. Specifically, it focuses on a series of activities carried out due to the appearance of the COVID-19 pandemic that resulted in restrictions on class attendance. The new teaching methodologies brought about substantial changes in the way students learn and are assessed. For the practice sessions, a series of videos were prepared so students could attend and take part in the laboratory practices remotely. As regards the final theory exam, a comprehensive multiple-choice question bank was made available to students prior to the exam to consolidate the concepts seen in the master classes, which we call training and learning. We evaluated the impact of these new methodologies, implemented during two academic years, through the analysis of voluntary and anonymous student surveys and a series of indicators related to the results of the final exams. After analyzing the impact of the new teaching methodologies, we conclude that students are positive about the video experience for laboratory practices, but only as a complementary activity to in-person laboratory sessions. The students also stated that they would like the multiple-choice question bank to continue to be available in successive academic years. Improvements in the final grades of the theory exams demonstrate the success of this new teaching methodology.

Adapted sailing teaching methodology using vsail-trainer simulator as rehabilitation therapy. A feasibility study.

CONTEXT: Sailing is a sport that can help in the rehabilitation of Spinal Cord Injury (SCI) patients and improve their quality of life. Teaching methodology in sailing has always been considered as complex, due to the great amount of uncertainty that this sport has. PURPOSE: To design a protocol for teaching adapted sailing in a simulated situation for people with SCI and to know the effect of the teaching protocol on learning, effort perception and heart rate. METHOD: Six adults were patients recruited at the National Hospital of Paraplegics of Toledo (Spain), aged between 31 and 54 years, who have passed the early subacute phase. Each subject underwent semi-immersive virtual reality sailing therapy for 40 min per session three times per week for six weeks, 18 sessions. A simulated adapted sailing initiation program VSail-Trainer® was used for the simulator therapy. During this session, the basic notions of sailing, wind direction, sheet trimming and control of the boat on different courses were explained. The variables assessed were: sailing learning, heart rate and effort perception. RESULTS: The comparison of performance variables between pretest and posttest resulted differences in boat speed, heel and Velocity Made Good (VMG). These improvements in the performance variables are also reflected in the average times taken by the subjects to complete the regatta. CONCLUSION: The methodology used in this study can be used as a guide for learning the activity by new SCI patients in rehabilitation who want to get into sailing sport.

Technical, ergonomic and cognitive learning methodology in transumbilical single-port laparoscopic hysterectomy.

OBJECTIVE: We introduced learning curves on a detailed step protocol and ergonomic aspect to determine key surgical points in transumbilical single-port laparoscopic hysterectomy (TSPLH) and to popularize both technical and cognitive methodology on laparoendoscopic single-site surgery (LESS). MATERIALS AND METHODS: A retrospective analysis of 87 TSPLH procedures was conducted by a single surgeon in three learning stages. Technical, ergonomic, and cognitive steps were introduced, and surgical outcomes were analyzed. RESULTS: Key production points in TSPLH include developing a clear retroperitoneal space, maintaining appropriate strength and direction with a vaginal manipulator, coagulating the uterine artery, and applying an improved vaginal stump suturing method. Technical factors included instrument domination, hand-eye coordination, and alternating hand functions. Ergonomic techniques focused on shoulder, elbow, arm, wrist, and finger movements, range of motion, muscle power, continuous forces, and flexibility. Improved cognitive factors such as confidence, decision-making, and communication were also observed. CONCLUSIONS: The study aimed to form methodological education on TSPLH and LESS and benefit more surgeons. The detailed production and key ergonomic points will help guide self-learning and education.

Service Learning Experience on Health Habits in High School Students Conducted by Nursing Students: A Qualitative Design.

Service learning is a teaching methodology that combines learning and service to the community in the same well-articulated project, where the participants are trained to improve and work on the real needs of the environment. This paper aimed to explore learning about healthy habits and standards of nursing professional practice through a service learning activity between nursing students and high school students. Data of participants (N = 127 high school students and N = 12 nursing students) were collected by the high school students' healthy habits mind map and with the help of the nursing students' reflective journals. A generic qualitative design using content analysis was performed. After the activity, high school students identified which habits they should improve, such as diet, physical activity, resting time, and emotional health. By performing the activity, nursing students increased their knowledge about health habits, as well as their communication skills, confidence in public speaking, and awareness about community nurses' tasks. Service learning activity on health habits conducted by nursing students in a high school has a positive effect on the knowledge of healthy habits for both participants, nursing and high school students. Participating in an activity of service learning improves communication skills among first-year nursing students and narrows the gap between university theory and nursing practice.

Impact of Service-Learning on Physiotherapy Students: Exercise Programs for Patients with Heart Transplantation and Acute Coronary Syndrome-A Randomized Clinical Trial.

INTRODUCTION: Service-learning (SL) seems to be useful for healthcare students. This study aimed at comparing an SL program versus a traditional approach (TA) on moral sensitivity, ethical competences, knowledge, teaching quality, SL participation and performance, and satisfaction in physiotherapy students. METHODS: Randomized clinical trial. A total of 32 physiotherapy students were allocated to an SL group (SLG, n = 16), or to a TA group (TAG, n = 16). Participants had to create an exercise program for patients with heart transplantation and acute coronary syndrome. The SLG performed the program with real patients, whilst the TAG performed a traditional collaborative approach. Moral sensitivity, ethical competences, knowledge and teaching quality were assessed pre- and post-intervention. SL participation and performance and satisfaction of the SLG were assessed post-intervention. RESULTS: After the intervention, the SLG showed higher moral sensitivity, ethical competences, knowledge and reported better teaching quality than the TAG. The SL program was useful, addressed a real need, contributed to learning, helped to solve problems, facilitated better comprehension, increased motivation, and students would like to use SL in other subjects. CONCLUSIONS: The SL program had a positive impact on students, encouraging the implementation of similar SL interventions. SL may be considered a teaching-learning methodology of choice in physiotherapy students.

Las guías de autorregulación del aprendizaje ¿influyen en el rendimiento académico de estudiantes de carreras de ciencias de la salud? / Do self-regulation guidelines influence the academic performance of health science students?

La guía de autorregulación del aprendizaje es un instrumento de aprendizaje y evaluación cuya estructura de planificación, ejecución y reflexión permite trabajar en función de los resultados de aprendizaje esperados en una unidad del programa de un curso. El objetivo del estudio compara el rendimiento académico de estudiantes de 4to año, de nutrición y dietética de la asignatura de Dietoterapia en patologías complejas durante el año 2019 con otro grupo que no utilizó guías de autorregulación en el mismo curso durante el año 2018. La muestra fue de tipo no probabilística discrecional n=51 estudiantes (2018), n=49 estudiantes (2019). Se evaluó la percepción de los estudiantes mediante un instrumento de valoración, tipo Likert y se contrastaron las calificaciones obtenidas mediante T Student. Los resultados obtenidos mostraron una mejora significativa en las calificaciones de los estudiantes que utilizaron guías de autorregulación. Logrando un promedio más alto en comparación con estudiantes que trabajaron con metodología tradicional (p> 0,05). La percepción de los estudiantes indicó que la guía de autorregulación del aprendizaje es una herramienta que permite mejorar sus calificaciones y planificar sus tiempos de estudios.

The learning self-regulation guide is a learning and evaluation instrument whose planning, execution and reflection structure allows working according to the expected learning outcomes in a unit of a course program. The objective of the study compares the academic performance of 4th year students, nutrition and dietetics of the subject of Dietotherapy in complex pathologies during the year 2019 with another group that did not use self-regulation guidelines in the same course during the year 2018. The sample It was discretionary non-probabilistic n = 51 students (2018), n = 49 students (2019). The perception of the students was evaluated by means of a Likert-type assessment instrument and the grades obtained by T Student were contrasted. The results obtained a significant improvement in the grades of the students who used self-regulation guides. Achieving a higher average compared to students who worked with traditional methodology (p > 0.05). The perception of students indicates that the self-regulation learning guide is a tool that allows them to improve their grades and plan their study times.

Encouraging Undergraduate Marketing Students to Reflect on Critical Thinking and the Digital Gender Divide.

In today's society where there is an abundance of accessible, complex, and often false information, critical thinking (CT) is an essential skill so that citizens in general and students in particular can make complex decisions based on scientific evidence, rather than on prejudices, biases, and pre-established beliefs. In this context, the purpose of this study is to discover whether Active Learning (AL) methodology, using different technologies, contributes to improving the CT of the student body, applying it to the Digital Gender Divide (DGD). Three questionnaires were used to collect information, using both a quantitative and a qualitative approach. Open-ended questions are included for fuller answers, which are complemented by content analysis of the recordings and virtual presentations made. The results show that the AL methodology favours the development of CT in the DGD in a remarkable way. Likewise, the various technologies implemented in the methodology (e.g., the Google Applications Site, online round table discussions, role-plays, virtual presentations, and forms) are relevant to improving CT in DGD. It concludes by recommending the implementation of AL with CT as in the one carried out, to help prepare better professionals and raise awareness of how to reduce the DGD.

An Integral Pedagogical Strategy for Teaching and Learning IoT Cybersecurity.

Internet of Things (IoT) has become a fundamental content of any engineering program due to the emerging need of experts in this field. However, the complexity of technologies that interact in IoT environments and the amount of different professional profiles required to design, implement and manage IoT environments, considering cybersecurity as a must, has led to a huge challenge in the educational world. This paper proposes an integral pedagogical strategy for learning IoT cybersecurity structured in three different stages, in a higher education institution. These stages focus not only on the content about IoT and cybersecurity but also on the competencies to acquire, the most suitable learning methodologies and the expected learning outcomes. The association of these concepts in each stage is detailed. Examples of courses are explained, the related competencies and learning outcomes are specified, and the contents and methodologies to achieve the expected results are described. An analysis of student results and stakeholder evaluations is provided to verify if the pedagogical strategy proposed is suitable. Furthermore, students' feedback is included to corroborate the innovation, the suitability of the acquired skills, and the overall student satisfaction with the related courses and consequently with the proposed IoT cybersecurity pedagogical strategy.

Application of machine learning methodology to assess the performance of DIABETIMSS program for patients with type 2 diabetes in family medicine clinics in Mexico.

BACKGROUND: The study aimed to assess the performance of a multidisciplinary-team diabetes care program called DIABETIMSS on glycemic control of type 2 diabetes (T2D) patients, by using available observational patient data and machine-learning-based targeted learning methods. METHODS: We analyzed electronic health records and laboratory databases from the year 2012 to 2016 of T2D patients from six family medicine clinics (FMCs) delivering the DIABETIMSS program, and five FMCs providing routine care. All FMCs belong to the Mexican Institute of Social Security and are in Mexico City and the State of Mexico. The primary outcome was glycemic control. The study covariates included: patient sex, age, anthropometric data, history of glycemic control, diabetic complications and comorbidity. We measured the effects of DIABETIMSS program through 1) simple unadjusted mean differences; 2) adjusted via standard logistic regression and 3) adjusted via targeted machine learning. We treated the data as a serial cross-sectional study, conducted a standard principal components analysis to explore the distribution of covariates among clinics, and performed regression tree on data transformed to use the prediction model to identify patient sub-groups in whom the program was most successful. To explore the robustness of the machine learning approaches, we conducted a set of simulations and the sensitivity analysis with process-of-care indicators as possible confounders. RESULTS: The study included 78,894 T2D patients, from which 37,767patients received care through DIABETIMSS. The impact of DIABETIMSS ranged, among clinics, from 2 to 8% improvement in glycemic control, with an overall (pooled) estimate of 5% improvement. T2D patients with fewer complications have more significant benefit from DIABETIMSS than those with more complications. At the FMC's delivering the conventional model the predicted impacts were like what was observed empirically in the DIABETIMSS clinics. The sensitivity analysis did not change the overall estimate average across clinics. CONCLUSIONS: DIABETIMSS program had a small, but significant increase in glycemic control. The use of machine learning methods yields both population-level effects and pinpoints the sub-groups of patients the program benefits the most. These methods exploit the potential of routine observational patient data within complex healthcare systems to inform decision-makers.

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach.

Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the "Emotional Intelligence Training Program," with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.

Duodenal L cell density correlates with features of metabolic syndrome and plasma metabolites.

BACKGROUND: Enteroendocrine cells are essential for the regulation of glucose metabolism, but it is unknown whether they are associated with clinical features of metabolic syndrome (MetS) and fasting plasma metabolites. OBJECTIVE: We aimed to identify fasting plasma metabolites that associate with duodenal L cell, K cell and delta cell densities in subjects with MetS with ranging levels of insulin resistance. RESEARCH DESIGN AND METHODS: In this cross-sectional study, we evaluated L, K and delta cell density in duodenal biopsies from treatment-naïve males with MetS using machine-learning methodology. RESULTS: We identified specific clinical biomarkers and plasma metabolites associated with L cell and delta cell density. L cell density was associated with increased plasma metabolite levels including symmetrical dimethylarginine, 3-aminoisobutyric acid, kynurenine and glycine. In turn, these L cell-linked fasting plasma metabolites correlated with clinical features of MetS. CONCLUSIONS: Our results indicate a link between duodenal L cells, plasma metabolites and clinical characteristics of MetS. We conclude that duodenal L cells associate with plasma metabolites that have been implicated in human glucose metabolism homeostasis. Disentangling the causal relation between L cells and these metabolites might help to improve the (small intestinal-driven) pathophysiology behind insulin resistance in human obesity.

A co-created intervention with care home residents and university students following a service-learning methodology to reduce sedentary behaviour: The GET READY project protocol.

BACKGROUND: There is a growing demand for long-term care settings. Care-home residents are a vulnerable group with high levels of physical dependency and cognitive impairment. Long-term care facilities need to adapt and offer more effective and sustainable interventions to address older residents' complex physical and mental health needs. Despite the increasing emphasis on patient and public involvement, marginalised groups such as care-home residents, can be overlooked when including people in the research process. The GET READY project aims to integrate service-learning methodology into Physical Therapy and Sport Sciences University degrees by offering students individual service opportunities with residential care homes, in order to co-create the best suited intervention with researchers, older adults of both genders (end-users) in care homes, health professionals, caregivers, relatives and policy makers. METHODS: Stage 1 will integrate a service-learning methodology within a Physical Therapy module in Glasgow and Sport Sciences module in Barcelona, design two workshops for care home residents and one workshop for staff members, relatives and policy makers and conduct a co-creation procedure. Stage 2 will assess the feasibility, safety and preliminary effects of the co-created intervention in a group of 60 care home residents, within a two-armed pragmatic randomized clinical trial. ClinicalTrials.gov Identifier: NCT03505385.

Uso da problematização com apoio do Arco de Maguerez como estratégia de educação permanente para a promoção da segurança do paciente / Use of problematization with the support of Maguerez Arc as a permanent education strategy for the promotion of patient safety

Relato de experiência sobre o planejamento e a implementação de oficinas guiadas pela Metodologia da Problematização, apoiada no Arco de Maguerez, realizadas em uma Fundação Estatal, responsável pela gestão de alguns serviços de saúde da Prefeitura de Curitiba-PR, Brasil. Os objetivos das oficinas foram promover a discussão sobre a segurança do paciente entre gestores e trabalhadores da saúde; e elaborar estratégias em prol da melhoria nos processos de trabalho com foco no cuidado seguro. A estratégia pedagógica adotada apoiou-se no Arco de Maguerez, que é constituído pelas etapas: 1- Observação da Realidade; 2- Pontos-chave; 3- Teorização; 4- Hipóteses de Solução; 5- Aplicação à realidade. Como resultados os participantes apresentaram planos de ação para os seus locais de atuação, definindo as medidas a serem desenvolvidas para promover a segurança do paciente. O uso da Metodologia da Problematização se mostrou viável nas ações educativas aplicadas no contexto relatado, capaz de aproximar as lideranças dos problemas factíveis e fomentar a elaboração de soluções compatíveis às necessidades dos serviços (AU).

To report the experience of planning and implementation of workshops guided by the Methodology of Problematization, supported by the Arc of Maguerez, held in a State Foundation, responsible for the management of some health services of the City Hall of Curitiba-PR, Brazil. The objectives of the workshops were to promote the discussion on patient safety among managers and health workers; and to develop strategies for the improvement of the work processes focused on safe care. The pedagogical strategy adopted was based on the Arc of Maguerez, which consists of the following stages: 1- Observation of the Reality; 2- Key points; 3- Theorization; 4- Solution hypotheses; 5- Application to reality. As a result, the participants presented action plans for their places of action, defining the measures to be developed to promote patient safety. The use of the Problem-Solving Methodology proved to be feasible in the educational actions applied in the context described, capable of approaching the leaders to the feasible problems, and fomenting the elaboration of solutions that are consistent with the services needs (AU).

Attitude, perception and feedback of second year medical students on teaching-learning methodology and evaluation methods in pharmacology: A questionnaire-based study.

BACKGROUND: To assess the student's attitude, perception and feedback on teaching-learning methodology and evaluation methods in pharmacology. MATERIALS AND METHODS: One hundred and forty second year medical students studying at Smt. Kashibai Navale Medical College, Pune, were selected. They were administered a pre-validated questionnaire containing 22 questions. Suggestions were also asked regarding the qualities of good pharmacology teachers and modification in pharmacology teaching methods. Descriptive statistics were used and results were expressed as percentage. RESULTS: Majority of the students found cardiovascular system (49.25%) as the most interesting topic in pharmacology, whereas most of the students opined that cardiovascular system (60.10%), chemotherapy (54.06%) and central nervous system (44.15%) are going to be the most useful topics in internship. 48.53% students preferred clinical/patient-related pharmacology and 39.13% suggested use of audiovisual-aided lectures. Prescription writing and criticism of prescription were amongst the most useful and interesting in practical pharmacology. Students expressed interest in microteaching and problem-based learning, whereas seminars, demonstrations on manikin and museum studies were mentioned as good adjuvants to routine teaching. Multiple Choice Question (MCQ) practice tests and theory viva at the end of a particular system and periodical written tests were mentioned as effective evaluation methods. Students were found to have lot of interest in gathering information on recent advances in pharmacology and suggested to include new drug information along with prototype drugs in a comparative manner. CONCLUSION: There is a need of conducting few microteaching sessions and more of clinical-oriented problem-based learning with MCQ-based revisions at the end of each class in the pharmacology teaching at undergraduate level.

Application of Contract Learning Methodology in clinical nursing teaching / 现代临床护理

Objective To explore the effect of Contract Learning Methodology in teaching of clinical nursing.Methods 88 nursing students were randomized into the control group(n=46)and experiment group(n=42).The former and the latter adopted the Contract Learning Methodology and conventional teaching methodology,respectively.The two groups were assessed and compared in terms of their scores of clinical nursing theory and manipulation.Results The students in the experiment group were comprehensively better then those in the control group in terms of theoretical and manipulative exams,writing of nursing histories, writing of reading reports,basic nursing,communicating ability and comprehensive achievements(P<0.01).Conclusion The Contract Learning Methodology may fortify the sense of discipline in nursing students,enhance the sense of teaching in teachers and therefore propel the quality of teaching and learning.

Formação inovadora em Terapia Ocupacional / Innovative training in Occupational Therapy / Formación innovadora en Terapia Ocupacional

As instituições de Ensino Superior enfrentam o desafio de implementarem propostas pedagógicas traduzidas no desempenho satisfatório do estudante para uma formação de qualidade. Ainda, as políticas públicas ressaltam a necessidade de mudança na formação de profissionais de saúde voltada para as necessidades da população. Descreve-se a construção do projeto pedagógico do curso de Terapia Ocupacional (TO) da Universidade Federal de São Carlos, no qual se propõe a formação reflexiva, levando o formando a interagir com o conhecimento de forma autônoma, flexível e criativa. O currículo é integrado, interdisciplinar e orientado por competência, no qual a prática profissional é fundamentada em capacidades voltadas para o enfrentamento de situações em diferentes contextos. A concepção pedagógica adotada é a socioconstrutivista, e são utilizadas metodologias ativas de ensino-aprendizagem, tais como a aprendizagem baseada em problemas e problematização.

Higher education institutions face the challenge of implementing educational proposals that lead the students to satisfactory development for quality training. Moreover, public policies highlight the need for changes in healthcare professionals' training regarding the population's needs. This article describes the creation of the pedagogical project for the occupational therapy course at the Federal University of São Carlos. Reflective education was proposed, thereby leading students to interact with knowledge in an independent, flexible and creative way. This is an integrated, interdisciplinary and competence-oriented curriculum. Its professional practice is based on abilities focused on dealing with situations in different contexts. The pedagogical conceptualization was based on the socioconstructivism theory. Active teaching and learning methodologies such as problem-based learning and problem-setting are used.

Las instituciones de enseñanza superior afrontan el desafío de implementar propuestas que se traducen en un desempeño satisfactorio del estudiante para una formación de calidad. Las políticas públicas destacan la necesidad de cambio en la formación de los profesionales de la salud de acuerdo con las necesidades de la población. Se describe el proyecto pedagógico del curso de Terapia Ocupacional (TO) de la Universidade Federal de São Carlos, Brasil, en el cual se propone la formación reflexiva, que hace con que el alumno interactúe con el conocimiento de una manera autónoma, flexible y creativa. Es un currículo integrado, interdisciplinario y orientado por competências. La práctica profesional se basa en afrontar situaciones en contextos diferentes. Está adaptada en el socio-constructivismo y se utiliza de metodologías activas como el aprendizaje basado en problemas y la problematismo.

Impacto de la metodología b-learning en el rendimiento académico de los estudiantes de enfermería / Impact of the B-learning methodology in the academic performance of nursing students

Resumen:

Investigación cuasi-experimental, cuyo objetivo fue evaluar el impacto de la metodología B-learning en el rendimiento académico de estudiantes de Enfermería en procedimientos básicos (lavado de manos, control de signos vitales, control de presión arterial y valoración física). El universo fue de 141 estudiantes con selección no aleatoria de grupos de intervención (63 estudiantes) y control (61 estudiantes), con evaluación postest. Los datos fueron almacenados en el programa Statistical Package for the Social Sciences (SPSS) y se calcularon estadígrafos descriptivos de posición y dispersión, de asociación y diferencias de medias (p < 0,05). Los resultados mostraron en el grupo intervenido un mejor rendimiento académico en los procedimientos control de la presión arterial, valoración física y nota final en la asignatura (p < 0,05) y ausencia de reprobación. Se concluye que en procedimientos de Enfermería que requieren integrar capacidades psicomotrices específicas y conocimientos teóricos complejos, es pertinente el uso complementario de metodologías B-learning.

Portfólio: desafio de portar mais que folhas: a visão do docente de odontologia / The portfolio system and the challenge of carrying more than classroom notes: the view of a dentistry professor

O objetivo deste trabalho foi compreender a concepção dos docentes da área de Saúde Coletiva do curso de Odontologia da UFPB no uso do portfólio reflexivo. A adoção de novas abordagens metodológicas e consequente avaliação desses processos foram disparadas pelo Programa de Reorientação da Formação dos Profissionais em Saúde (Pró-Saúde). A abordagem qualitativa foi a opção metodológica, e os dados foram coletados por meio de entrevistas com os docentes. A análise dos dados foi realizada a partir da técnica de análise do conteúdo. Constataram-se duas dimensões do uso do portfólio. A primeira diz respeito ao seu uso como ferramenta de reflexão e acompanhamento das vivências dos estudantes. A segunda trata do fato de que essa experiência nesses dois anos reflete a necessidade de continuação dos registros, pois é uma forma de ampliar o processo de ensino-aprendizagem, além do diálogo entre professores e estudantes, oferecendo a criação de vínculo. Por fim, os docentes compreendem que é preciso o aprimoramento da aplicação do portfólio, o que tem acontecido de maneira gradual a cada semestre, contribuindo ativamente para a construção de profissionais mais reflexivos, críticos, norteando a autoavaliação e trabalhando a autonomia do estudante.

This study aimed to understand professors' perceptions towards the use of the reflexive portfolio in the area of public health at the UFPB School of Dentistry. The adoption and evaluation of new methodologies were launched by the Program for the Reorientation of Professional Training in Health (Pró-Saúde). The methodological approach was qualitative, and the data were collected using interviews with professors. The data were processed using the content analysis technique. Two dimensions were identified in use of the portfolio: 1) as a tool for reflection and follow-up of the students' experiences and 2) an analysis of the fact that this two-year experience reveals the need to continue the records, as a way of expanding the teaching/learning process, beyond the dialogue between professors and students, fostering ties between them. Finally, the professors appreciated the need to improve the portfolio's use, which has happened gradually each semester, contributing actively to the development of more reflexive and critical professionals, orienting students' self-evaluation and fostering their autonomy.

Formação reflexiva: representações dos professores acerca do uso de portfólio reflexivo na formação de médicos e enfermeiros / Formación reflexiva: representaciones de los profesores sobre el uso de portfolio reflexivo en la formación de médicos y enfermeros / Reflexive formation: teachers' representations about the use of reflexive portfolio in the forming of medical doctors and nurses

Esta investigação discute a utilização de Portfólio Reflexivo (PR) na formação de profissionais de Saúde na Unidade de Prática Profissional, da Faculdade de Medicina de Marília, São Paulo, Brasil. O objetivo foi analisar as percepções dos professores quanto ao uso do PR nos cursos de Enfermagem e de Medicina. A abordagem qualitativa foi a opção metodológica, tendo a coleta de dados sido feita mediante entrevista individual com os professores. A análise dos dados foi realizada por meio da técnica de análise de conteúdo. Esta análise permitiu elaborar uma síntese de considerações sobre a utilização do portfólio enquanto estratégia para formação profissional. O PR, na perspectiva dos professores entrevistados, possibilitou a estimulação da capacidade reflexiva dos estudantes e um acompanhamento contínuo dos processos relativos ao seu desenvolvimento pessoal e profissional. Foi considerado como uma estratégia inovadora e, também, muito trabalhosa, requerendo tempo e dedicação dos professores para implementá-lo.

This research looks at the use of Reflexive Portfolio (RP) in the education of Health professionals at the Professional Practice Unit of Marília Medical School, Brazil. The aim was to analyze how teachers perceive the use of RP in Nursing and Medicine Courses. The qualitative approach was chosen as the research methodology. Data were collected through individual interviews with the teachers. The obtained data were analyzed through content analysis. This analysis enabled the authors to elaborate a synthesis of considerations about the use of the portfolio as a strategy for professional education. According to the interviewed teachers, the RP allowed them to stimulate the students' reflexive capacity and continuously follow up the processes related to their personal and professional development. It was considered a highly innovative and arduous strategy, whose practice required time and dedication from teachers.

Esta investigación discute la utilización del Portfólio Reflexivo (PR) en la formación de profesionales de Salud en la Unidad de Práctica Profesional, de la Facultad de Medicina de Marília, Brasil. El objetivo fue analizar las percepciones de los profesores acerca del uso de PR en los cursos de Medicina y Enfermería. La aproximación cualitativa fue la opción metodológica. La recolecta de datos fue llevada a cabo mediante entrevista individual. El análisis de los datos fue realizado usando la técnica de análisis de contenido. Este análisis permitió elaborar consideraciones sobre la utilización del portfólio como estrategia para la formación profesional. El RP, según la perspectiva de los entrevistados, posibilitó el estímulo de la capacidad reflexiva de los estudiantes y el acompañamiento continuo de los procesos relativos a su desarrollo personal y profesional. Fue considerada una estrategia innovadora, y también muy trabajosa, exigiendo tiempo y dedicación de los profesores para implementarla.

Análise do processo ensino aprendizagem na Escola Técnica do Sistema Único de Saúde do Município de São Paulo / Analyze the teaching lernin g process of the single health system technical school of the city os São Paulo

O estudo analisa a prática pedagógica dos professores dos Cursos de Educação Profissional de nível técnico da Escola Técnica do Sistema Único de Saúde do município de São Paulo (ETSUS-SP). A investigação, de caráter descritivo-analítico, foi desenvolvida sob a vertente qualitativa. Aos sujeitos do estudo, 13 docentes dos diferentes cursos oferecidos pela ETSUS-SP, foram aplicadas entrevistas semi-estruturadas, com base em roteiro. As informações colhidas foram submetidas à análise de conteúdo, por meio de núcleos temáticos. Os resultados evidenciam que houve apropriação e aplicação do ideário pedagógico da ETSUS-SP pelos professores em sua prática pedagógica, e este, possibilitou a aprendizagem significativa dos alunos. Neste ideário foram destacadas: a metodologia problematizadora de ensino, eixo articulador das dimensões curriculares: filosófica, psicológica e sócio-cultural; e ainda, o currículo integrado que respeita a não fragmentação do conhecimento em disciplinas isoladas, considerando, desta forma, a realidade social enquanto uma totalidade concreta com seus elementos organicamente articulados

The present study analyzes the pedagogical practice of the teachers from the Single Health System Technical School of the city of São Paulo – ETSUS-SP. The investigation, which has an analytical-descriptive nature, was focused on qualitative aspects. As for the subjects of the study, thirteen professor from different courses offered by ETSUS-SP, semi-structured interviews were made, based on a script. The data obtained was submitted to a content analysis, though thematic centers. The results demonstrate that there were appropriation and implementation of the pedagogical idealism of ETSUS-SP by the professors, in their pedagogical practice, and this provided the significant learning by the students. In this idealism was emphasized: the problem-teaching methodology, curricular dimensions main axis: philosophical, psychological and socio-cultural; furthermore, the integrated curriculum that abides by the non-fragmentation of the knowledge in isolated disciplines, considering, thereby, the social reality while a concrete completeness with its elements organically articulated