Mestrado Profissional em Ensino na Saúde (FM)

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Ensino à distância de cirurgia segura na graduação em Medicina
(Universidade Federal de Goiás, 2017-03-28) Amaral, Adriana Gondim do; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira, Edna Regina Silva; Moraes Neto, Daniel Messias; Moraes, Vardeli Alves de
Introduction: Any health-related procedure involves risks; however, they can be reduced with preventive attitudes, avoiding adverse events. The learning of the World Health Organization (WHO) safe surgery checklist is a means of generating preventive measures in the operating room and training leaders for safe practices. Objective: To analyze the results of a Distance Education (EAD) in a safe surgery for undergraduates of medicine. Methodology: A quasi-experimental study, with an approach of before-and-after educational intervention, carried out in a Teaching Hospital of the Center-West Region from November 10, 2015 to January 24. The intervention was an educational action complementary to the traditional teaching module and offered through a course of 20 hours in EaD, using The Moodle Platform, about safe surgery for 45 days. The students were divided into two non-randomized groups: intervention group (n = 48) and comparison group (n = 47). Descriptive statistics, Wilcoxon test, Mann-Whitney, Chi-Square and item discrimination analysis were performed. Pre-and post-test were carried out with ten closed questions with four alternatives to verify knowledge before and after the course in EaD. After the intervention, students in the intervention and comparison group were evaluated for performance on the Objective Structured Clinical Examination (OSCE). Results: Of the 95 participants, the majority were female (67.2%), with a predominance of students under the age of 25 (53.7%). In the intervention group, 28 students (58.3%) did not know the safe surgery checklist instrument. When asked about the importance of the subject for training and for the benefit of the patient, 100% of the students answered affirmatively, and 100% also answered that errors can be avoided with the use of the checklist. In the evaluation of knowledge, students in the intervention group presented a significant increase in the mean score, from 5.10 in the pre-test to 6.16 in the post-test (p = 0.006). The means obtained in the OSCE were significantly higher (9.07) in the intervention group, when compared to the comparison group (1.06) (p <0.001). Conclusion: Students in the intervention group who participated in the EaD course presented knowledge acquisition. And a better performance in the OSCE compared to the comparison group.
Educação permanente em saúde nos municípios do Estado de Goiás
(Universidade Federal de Goiás, 2020-12-08) Barcellos, Rosilene Marques de Souza; Martins, Karine Anusca; http://lattes.cnpq.br/6576103363656577; Lima, Dione Marçal; http://lattes.cnpq.br/4310011929664114; Lima, Dione Marçal; Batista, Sandro Rogério Rodrigues; Sousa, Lucilene Maria de
Permanent Education in Health (EPS) integrates training and work processes and proposes the production of effective results in health actions. It is a teaching-learning practice that articulates knowing – learning – doing. The objective of this study was to identify the challenges, the actors involved and the EPS practices in the municipalities of the State of Goiás from the perspective of the representatives of the area. This is a cross-sectional descriptive study carried out with representatives of the EPS in the municipalities of the State of Goiás, with data obtained through a semi-structured questionnaire, made available for online filling, which identified the participants' professional characteristics, health work challenges, actions of EPS, as well as who promotes these actions in the municipality. It is an integrated part of the research “Permanent Education in Health in Municipalities of the State of Goiás: Participatory Evaluation and Intervention”. 148 municipalities responded to the questionnaire (60.2%) and most participants (68.2%) were responsible for continuing health education in the municipality. Of the total informants, 65.5% were graduated in nursing, 31.8% were primary care coordinators and 58.8% were post-graduated. There was a predominance (66.2%) of those who claimed to carry out permanent health education actions, which were promoted by the municipality itself (61.3%). The most frequent challenges faced in the daily health work mentioned were attitudinal and interpersonal factors (47%), followed by human resources (45.3%) and financial and material resources (40.5%). Standing out as an EPS action, continuing education (43.6%), followed by the (re) organization of work processes (23.9%) and health education for the community (17.2%). It was also identified that there is no evaluation of permanent health education in most municipalities (83%). As an applied production, an infographic and a proposal to support the construction of the Observatory of Permanent Education in Health were prepared, as a technical contribution to the process of disseminating, evaluating and monitoring the practices of Permanent Education in Health for the management of the area in the State . This study presents subsidies for strategic planning of EPS in the municipalities, support to the bodies responsible for its promotion and management and strengthening of EPS actions with the health services.
Desenvolvendo uma estratégia de educação permanente em saúde em unidade de terapia renal substitutiva
(Universidade Federal de Goiás, 2019-02-26) Lima, Ana Paula Freitas; Menezes, Ida Helena Carvalho Francescantonio; http://lattes.cnpq.br/8722459243487573; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira, Edna Regina Silva; Mortoza, Andrea Sugai; Rocha, Bárbara Souza; Queiroz, Maria Goretti; Assis, Thais Rocha
The Health Permanent Education, considered also as a pedagogical concept, has been understood as a significant learning at work through problematization of reality and possibility of transformation of practices. Moreover, must be guaranteed by the establishments of care of patients with chronic kidney disease. This study aimed analyze the perceptions and practice of Health Permanent Education, between professionals from a unit of renal replacement therapy. This is a qualitative study, of the research-action type, based on the problematization methodology, as proposed in Maguerez’s Arc. The data were collected through focus groups and participant observation with notes in field diary during the implementation of a strategy of health permanent education with graduate professionals who provide care in a reference service of hemodialysis and peritoneal dialysis, and analyzed according to content analysis, proposed by Bardin. The results showed persistence of a model of education action in the institution as a discontinuous training resource, focused on uniprofissionais categories and the need for institutionalization of the Health Permanent Education with the support of management. In addition to recognizing the motivation to work with problems inherent to the service work process, the implementation of a strategy with the use of problematization methodology led participants to develop the sense of responsibility for their learning and the possibility of change in the service reality in which they are inserted. The persistence of care practices in a fragmented way, besides represent a challenge, reinforces the need for implementation of Health Permanent Education Policy. Discuss problems and situations of the service actually led the participants to reflect on their practices and need to participate in all the health education process in the service.
Uso de um aplicativo móvel como suporte ao ensino de arboviroses
(Universidade Federal de Goiás, 2019-05-06) Oliveira, Hugo Miranda de; Garcíazapata, Marco Tulio Antonio; http://lattes.cnpq.br/3672512339058369; Naghettini, Alessandra Vitorino; http://lattes.cnpq.br/2496399309339551; Naghettini, Alessandra Vitorino; Pereira, Edna Regina Silva; Oliveira, Ana Maria de; Martins, Cleusa Alves; Pacheco, Priscila Ribeiro Guimarães
M-learning (mobile learning) is a new technology that narrows paths in the technological world of teaching and learning. The greatest benefit of this methodology is to make education via mobile devices viable. The present study aims at the development and use of a mobile educational application on arboviruses as a support for medical students. A priori, an integrative review was created and conducted aiming to review the literature on teaching applications in health education and in the use of m-learning in higher education. From this, 26 articles were obtained in the eligibility process, highlighting that 96.2% (25) were published in international journals and 3.8% (01) in a national journal in 2016. The dissertation brings a quantitative research in the mode of technological production. Application development comprised three phases: Phase I - survey of needs and requirements. Phase II - represented by the architecture, used for development. Phase III - pilot study with (n = 10) students. Data collection was carried out in two stages and three questionnaires were used as the first demographic, the second based on the ARCS model on attention, relevance, confidence and satisfaction on the teaching application, Instructional Materials Motivational Scale questionnaire (IMMS ) and the third, a structured questionnaire of cognitive evaluation of content assimilation. For the descriptive analysis, the Statistical Package for the Social Sciences (SPSS) version 24.0 was used. The application has been developed and made available for use by students on the android platform. The chronbach's alpha was calculated on the dimensions of attention, relevance, confidence and satisfaction, indicating that the overall reliability of all dimensions of the Instructional Materials Motivational Scale (IMMS) questionnaire was 0.91. The results showed that the application has good usability, was a product that satisfied the students and promoted the motivation from the students' perception. As for the content assimilation questionnaire, 7 of the 10 students who answered answered all the clinical cases.
Avaliação de tendências de mudanças em escolas médicas goianas
(Universidade Federal de Goiás, 2021-03-03) Rabelo, Eliane Consuelo Alves; Costa, Nilce Maria da Silva Campos; http://lattes.cnpq.br/6977373149115047; Costa, Nilce Maria da Silva Campos; Lampert, Jadete Barbosa; Menezes, Ida Helena Carvalho Francescantonio
The present study sought to identify the typology of trend of changes in which two medical schools from Goiás (one public and one private), comparing these results to those obtained by the Comissão de Avaliação de Escolas da Área da Saúde / Associação Brasileira de Educação Médica in 2008 and 2013. This is a descriptive and exploratory study, qualitative and quantitative, along the lines of the Comissão de Avaliação de Escolas da Área da Saúde / Associação Brasileira de Educação Médica Medical Schools Evaluation Program, which proposes the use of the Método da Roda, through the realization of a focus group and the application of a self-assessment questionnaire course for data collection. The self-assessment was carried out in 2019, by institutional actors representing the two schools who answered the 17 questions related to the 5 conceptual axes present in the instrument: world of work, pedagogical project, pedagogical approach, practice scenarios and teacher development. The objective answers allowed identifying the school's typology (Traditional, Innovative with Traditional Tendency, Innovative with Advanced, Advanced Tendency). The justifications and evidence enabled the qualitative analysis of content according to Bardin. School 1 presented Innovative typology with an Advanced trend in 2008, Innovative with a Traditional trend in 2013 and, again, Innovative with an Advanced trend in 2019. It highlighted as strength the Pedagogical Project and Practice Scenarios axes and fragility the axes Teacher Development and Pedagogical Approach. School 2, on the other hand, showed advanced typology in 2013 and 2019, with the axes of Practice Scenarios and Pedagogical Approach with a greater advanced tendency, and the fragile World of Work and Teacher Development axes. Institutional self-assessment allowed us to identify a movement towards compliance with the National Curriculum Guidelines, with changes based on Pedagogical Project innovations and the regular use of varied practice scenarios, however, the lack of adequate teacher training persists as an obstacle to the movement of changes, even after the incisive guidelines of the new National Curriculum Guidelines.
Consenso docente sobre competências em saúde bucal coletiva a serem desenvolvidas na graduação em instituições de ensino superior brasileiras
(Universidade Federal de Goiás, 2022-04-01) Silva, Flávia de Oliveira e; Queiroz, Maria Goretti; http://lattes.cnpq.br/7079676967280121; Queiroz , Maria Goretti; Casotti, Elisete; Naghettini, Alessandra Vitorino
The training in Dentistry, historically, proved to be technicist, fragmented, focused on the disease, under the strong influence of the Flexinerian teaching model. The National Curriculum Guidelines (NCG) for the undergraduate course in Dentistry brought the proposal of a critical, reflective, generalist training, with a focus on comprehensive health care, in addition to teaching by competences. The curricular structure must contemplate the ethical, humanistic and social dimensions, directed to citizenship and human rights, characteristics that insert the area of Collective Health as a longitudinal axis of the teaching-learning process. This study has a descriptive, cross-sectional character, with a quantitative approach and aims to identify the competencies to be developed in undergraduate courses in the area of Collective Oral Health (COH), in the view of professors from Brazilian Higher Education Institutions (HEI). The participants were professors from 49 HEI (37 public and 12 private) with grade four or five in the National Student Performance Exam in 2019, in an initial sample of 236 professors. The Delphi technique was used, developed in three rounds. The degree of agreement was set at 70% or more. In the first stage, an instrument was developed to collect data on knowledge, skills and attitudes based on data from previous qualitative research with professors and preceptors at the Federal University of Goiás (UFG). A fourpoint Likert scale and an open question were used for teachers' suggestions about each competence. This stage presented 71 respondents. In the second stage, with 49 respondents, a questionnaire with closed questions was used, composed of the skills already presented in the first stage, plus the suggestions most cited by the participants, using the four-point Likert scale. In the third stage, with 24 participants, professors were asked to express their opinion of maintaining or excluding the analyzed question, in addition to requesting suggestions for the improvement of a competence matrix. The relative frequencies of each answer were calculated to verify if the consensus was reached in each step and the internal consistency was measured by Cronbach's Alpha. Among the most cited knowledge, there are social determinants of health and health promotion. Regarding skills, teamwork and recognizing local vulnerabilities are mentioned. Among the most cited attitudes, there is autonomy and exercising leadership in the health team. The competencies identified relate the Unified Health System (SUS) as an integral part of the training process and stimulate understanding of the health-disease process and social health needs. The contribution of practices in Collective Health to training in Dentistry reveals new ways of training and educating in health, with the consideration of social determinants in health and new teaching paradigms beyond the technicist. It is concluded that, by the teaching consensus, it was possible to establish knowledge, skills and attitudes that must be developed in the undergraduate course by the SBC area and that these are aligned with the proposals of the NCG and the principles and guidelines of the SUS. The competencies identified reflected the prevailing view of professors from public HEI, Institutions that represent the smallest part of the Brazilian HEI that offer the undergraduate course in Dentistry, highlighting the need for more studies on the subject, which include strategies for joining the research of more professors from private HEI. As a technical product, this study presents a proposal for a competency matrix to collaborate in improving the conduction of the discipline within the scope of HEI.

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