Mestrado Profissional em Ensino na Saúde (FM)
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Item O aperfeiçoamento dos assistentes sociais no Programa de Residência Multiprofissional em Saúde de um hospital universitário(Universidade Federal de Goiás, 2014-12-09) Dias, Heloísa Helena Rodrigues; Moraes, Vardeli Alves de; http://lattes.cnpq.br/2078225868415338; Moraes, Vardeli Alves de; Costa, Nilce Maria da Silva Campos; Costa Neto, Sebastião Benício daINTRODUCTION: This study is about knowing the perception of former students and preceptors relative to the Multidisciplinary Residency in Health at the Federal University of Goiás Public Hospital during the period of 2010 to 2012. OBJECTIVES: To analyze the perception of social workers (preceptors and former students) with respect to their performance, as well as understand the deployment and implementation process of the Multidisciplinary Residency in Health Program (PRMS as the portuguese acronym); identify the necessary skills to labor in the SUS and describe the difficulties encountered in the field of action. METHODS: A descriptive and exploratory study with qualitative approach. The instrument was a semi-structured interview with open questions recorded from five preceptors and twelve former social workers students. The transcribed interviews were submitted to content analysis proposed by Bardin and using the software ATLAS TI. The analyzes were performed taking into account the formation and the professional performance in residence and presented the factors that affect the field of action. RESULTS: It’s necessary to: acquire new knowledges to work in multidisciplinary teams; to develop specific competencies for preceptorship and for work in the SUS; to enhance inter-branch, multi-professional and interpersonal relationships. CONCLUSION: The analysis of the content of the interviews showed that the goals of the health multi-professional residence, specifically in Social Work, have been achieved, though, it is necessary to consider specific actions to improve skills that contribute to the exercise of the preceptor role and to work in the SUS focused on interdisciplinarity and integrality of health care.Item A graduação médica e a prática profissional na perspectiva de discentes do internato de medicina(Universidade Federal de Goiás, 2013-08-30) Filisbino, Marcos Augusto; Moraes, Vardeli Alves de; http://lattes.cnpq.br/2078225868415338This research was conducted in medical school of Federal University of Goiás. OBJECTIVES: The aim of this research is to identify the ideal, in terms of professional practice, of the internship students in the Medical School of the Federal University of Goiás – UFG − and to observe possible dissonances with the profile of the graduates, as advocated by the National Curriculum Guidelines and by the Political Pedagogic Project of this institution. METHODS: In 2012, two hundred and twenty-two medical internship students of the institution received a survey questionnaire. The sample of this research consisted of one hundred and ninety research subjects, representing 85% of the sample universe. The statistical significance was calculated using a non-parametric test (Sign Test). RESULTS: The sociodemographic profile characterizes the students with an average age of 23,8 years old, unmarried, 65,8% of whom belong to social classes A and B. The ideal of the profile of professional practice shows that 83,7% want to become specialists, whereas 96,3% want medical residency, which is statistically significant (p=0,0001), and 71,6% do not intend to work with Family Health Strategy Programs (p=0,005). CONCLUSION: This study shows that students with high socio-economic profile, who want to become specialists, undergo a medical residency program and do not see the Family Health Strategy as a professional goal.Item O estágio supervisionado na formação do profissional enfermeiro(Universidade Federal de Goiás, 2015-07-16) Marcilio, Wanda Rodrigues da Silva; Moraes, Vardeli Alves de; Costa, Nilce Maria da Silva Campos; Martins, Cleusa Alves; Costa, Zelma BernardesCurricular Supervised Training (CST) is a fundamental tool in nursing education. At this time, the professionals-to-be are given the opportunity to get in contact with the reality in which they are about to be immersed. This study aims at identifying perceptions of the nursing graduate student regarding CST in nursing professional education. This is a qualitative, descriptive, cross-sectional and exploratory study. Data was collected through questionnaire and semi-structured interviews with 20 nursing graduate students, from 2012 to 2013, transferred to Atlas Ti Software. After initial analysis of the interviews with the graduate students, we created a table with categories and sub-categories. Categories: Supervised Training; Perceptions regarding the integration between theory and practice; Disturbing factors for the supervised training; Contributions of the supervised training in nursing education; Relationship between Curricular Supervised Training and National Curricular Guidelines (NCG) and the sub-categories: positive and negative points; general knowledge, competence; insufficient hours; inadequate supervised training field; patient safety; learning opportunities; teaching-learning and guiding tool. The outcomes show that the factors which disturb the development of training were the hours considered insufficient and the training field which was considered inadequate for various practices. The graduate students considered supervised training a guiding tool, which gives them opportunities and confidence to deal with patients, providing them with technical and scientific experience, it prepares professionals-to-be to perform their functions with responsibilities, ethics, leadership, communication and decision-making skills. We conclude that the development of professional competences requires a deeper knowledge of concepts, methods, and goals to be reached. Discussions regarding nursing education are necessary, due to the fact that such courses have spread throughout this country, thus the amount of graduate nurses has increased each new term, and it is necessary an increased quality in the education of these professionals through educators’ reflections. We hope this study could contribute to improve proposals of curricular training to become more integrated with graduation curricula and with more education-labour interaction.Item Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação(Universidade Federal de Goiás, 2020-06-02) Santiago, Rejane de Carvalho; Almeida, Rogério José de; http://lattes.cnpq.br/5504604536035282; Moraes, Vardeli Alves de; http://lattes.cnpq.br/2078225868415338; Almeida, Rogério José de; Naghettine, Alessandra Vittorino; Carvalho, Iracema Gonzaga Moura de; Pereira, Edna Regina; Queiroz, Maria Goretti deThe National curriculum guidelines (NCG) for medical graduation state that the course should be centered on the student as the subject of learning, with the professor as a facilitator and mediator of the process, with a view to full professional training. Medicine courses must use methodologies that favor student participation in the construction of knowledge. The aim of this study was to understand the medical student's perception about the problematization methodology in the Competence Integrating Problem (CIP) unit of the Pontifical Catholic University of Goiás (PUC Goiás). This is a cross-sectional descriptive study with a qualitative approach, which seeks to understand the context where the phenomenon occurs, centered on the qualitative deepening of the discourses produced by students. Data were collected through a semi-structured interview that used a previously prepared script of themes. Interviews were made with thirty academics from the first to the twelfth modules about the unit called Integrating Competence Problem (CIP), which is developed through the problematization methodology together with the insertion of the Charles Maguerez Arch. For data analysis it was used the Grounded Theory or Grounded Theory. With the results obtained after carrying out the transcription and analysis of the interviews, it was possible to create explanatory categories of the investigated phenomenon, they were: Previous knowledge of active methods; Impact and adaptation to the CIP; Positives, negatives and improvements; Characteristics of the student in the CIP; Characteristics of the professor in the CIP; CIP contributions to medical training. The present study showed the efficiency and the contributions of the functionality and applicability of the problematization methodology in the CIP unit, such as: communication skills, research, problem solving, proactivity, how to work in a team, how to listen and respect the opinion of colleagues, they became more critical and learned to see the patient holistically, for medical formation. As a new methodology inserted in the field of medical education, there are weaknesses both in the training of the student and in the performance of the mediator professor, such as such as dispersions that were not carried out or carried out without reaching the objectives, the neglect of both students and professors, the lack of preparation of some professors, the workload of the curricular matrix, and the recurrent absences of professors. Through the correct applicability of the problematization methodology, it becomes feasible to train medical professionals who have a holistic view, who do not treat only the disease but the human being in an integral way.