Navegando por Assunto "Medicina - Estudo e ensino"

Agora exibindo 1 - 2 de 2

Acesso aberto (Open Access)
Da pedagogia do acaso à pedagogia da práxis: representações sociais de docentes médicos em processo de ressignificação
(Universidade Federal do Pará, 2016) MORAIS, Kleber Augusto Fernandes de; NASCIMENTO, Ivany Pinto; http://lattes.cnpq.br/6649004854958284
This thesis is the result of a research that aimed to analyze how are the social representations of medical school professors from the Federal University of Pará on teaching health and its implications for medical education. To this end, he drew from three theoretical fields namely Teacher Training, medicine and medical history and Theory of Social Representations education. The first course was based on Jose Contreras, Bernadette Gatti, Maurice Tardiff and Antonio Nóvoa. The second theoretical field is based on Lambert , Lyons , Pereira Neto e Miranda. The third theoretical course was supported by Serge Moscovici and Denise Jodelet. It is a qualitative study, exploratory, who adopted as data production techniques a questionnaire and semi-structured interview. Data analysis was based on categorical content analysis technique in the light of Bardin Lauren and Maria Laura Franco. Preliminary results of research guided by specific objectives present in the thesis led to the construction of eight headed categories: influence of personal history, influence the professional career, challenges in the initial trajectory, elements for teaching in health, differences between the onset of teaching and Current teaching, teaching the health challenges at present, influence of teaching in care practice and motivating and demotivating aspects of teaching in health. All these categories are deployed in subcategories from the images and meanings identified in the statements of teachers.
Acesso aberto (Open Access)
Desenvolvimento de um método para gestão do ambiente de ensino aprendizagem em moléstias infecciosas com uma aplicação nos cursos de Medicina do Pará
(Universidade Federal do Pará, 2014) CASTRO, Leny Silene de Freitas; TAVARES, Héliton Ribeiro; http://lattes.cnpq.br/1313373547379006; QUARESMA, Juarez Antônio Simões; http://lattes.cnpq.br/3350166863853054
This study aimed at developing a method for the management of the learning and teaching environment in medicine schools around Pará state where nuisances and contagious diseases were the case scenario. Learning assessment was the central point of interest as it warrants the quality of education. To begin with, the academic contents on contagious diseases were selected from the syllabi in local medicine schools, followed by the identification of competencies and abilities in compliance with national standards. After contents, competencies and abilities had been identified, an assessment framework was created and used as a reference to construct question items that composed a test which was used for data collection. Next, this test was administered to 94 medicine sophomores, juniors, and seniors in medicine schools around the state. The test originally had 50 question items containing hard case – most of which were clinical cases. The Item Response Theory (IRT) and the Three- Parameter Logistic Model were used for the psychometric analysis of data. After item calibration, 10 items were deleted as they presented low or negative biserial correlation score (< 0.30). The test exhibited a Cronbach’s alpha of 0.96 which demonstrated the high degree of internal consistency. Among the forty remaining items, 9 were identified as milestones as they allowed the definition of a range of learner proficiency that discloses what contents, competencies and abilities had been consolidated by participants. The given range reflected the levels of student proficiency. From a pedagogical perspective, the results demonstrated the 400 to 600 level students had learned the contents, consolidated competencies, and developed the abilities expected for their year of undergraduate study. As a result of findings, a managerial method was proposed aiming at diagnosing and monitoring the learning and teaching environment. The method includes the following stages: organization of the lead group, creation of the assessment framework of reference, construction of the question items to compose the bank of items, and the creation of a final report. These components generate an assessment cycle. The information obtained in one assessment cycle can be used to guide problems identified in the development of learners.