Mestrado Profissional em Ensino na Saúde (FM)
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Navegando Mestrado Profissional em Ensino na Saúde (FM) por Assunto "Aprendizagem"
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Item Contribuições do Pronto Sorriso na formação do profissional de saúde(Universidade Federal de Goiás, 2013-12-18) Paiva, Maria Luiza de Faria; Lima, Fátima Maria Lindoso da Silva; http://lattes.cnpq.br/5289890813807831; Lima, Fátima Maria Lindoso da Silva; Moraes, Vardeli Alves de; Neves, Denise Carmem de AndradeThe research aimed to analyze the participants' perception of discipline Pronto Sorriso, FMUFG (Faculdade de Medicina da Universidade Federal de Goiás) regarding the contribution of this project in the professional training, describe the individual characteristics of the participants, identify through interviews major changes in the lives of the professional result of their participation in the project, analyze the contributions and impact on their training and identify the motivation for participation in Pronto Sorriso. This is a qualitative, cross-sectional, exploratory research. This project subjects twenty ( 20 ) professionals in the health fields, Pronto Sorriso discipline participants in 2006 and 2007. After signing TCLE the informed began data collecting through individual interviews, using as a tool to search a roadmap that consists of seven semi-structured questions, as well as a biographical questionnaire containing seven socio items. This research allowed us to trace the profile of the respondents: the majority were students of medicine, female, aged between twenty and thirty years and completed the graduation between the years 2008 and 2011 . It was found that the majority of professionals reported as positive: the contribution in teaching and learning for academic training , changes and their effects on personal and professional life and changes in attitudes and attitude towards patients, colleagues and the team work. This author also improves the communication performance in multi coexistence , making a difference in their lives. We concluded that the Projeto Pronto Sorriso has provided new knowledge and experiences, and added values brought about the development of skills related to professional practice extremely important in building good health practices .Item Aleitamento materno – efeito de intervenção educativa com equipe de enfermagem na orientação à nutrizes(Universidade Federal de Goiás, 2014-07-08) Ramos, Lilia Cardoso de; Martins, Cleusa Alves; http://lattes.cnpq.br/3673049551991956; Martins, Cleusa Alves; Costa, Nilce Maria da Silva Campos; Minamisava, Ruth; Lima, Dione Marçal; Almeida, Nilza Alves MarquesBreastfeeding is a biological and natural act, but it is not instinctive, so educational activities promoted by health professionals to nursing mothers during the postpartum hospitalization, may prevent weaning. The study aims to verify the knowledge of the nursing staff about the management of breast-feeding before and after the educational activity, to evaluate the application of the active methodology and the effects of the guidelines of nursing mothers. A quantitative study of pre and post intervention and educational activity, shows a convenience sample of participants from the nursing staff and 48 nursing mothers at a maternity ward of a university hospital. Data was collected from January to March of 2014. The nursing staff, 76.7% were nursing technicians and 23.3% were nurses; 96.7% were female; 46.7% were between 41-50 years of age and length of service, 43.3% were between 11-20 years old. From the 43.3% who did training, 50.0% had an up to date course on breastfeeding before 2000 and 50% before 2013. In the educational activity, the active methodology that favored knowledge with significant increase of the average pretest and posttest of 56.2% to 87.4%, p <0.001 was used. The nursing mothers were in the age group between 20 and 30 years; with up to three living children and 100% with prior history in nursing. There was a decrease from 43% to 16% of nursing mothers who breastfed their newborn within thefirst hour of life. However, there has been progress in guidance on the importance ofbreastfeeding from 5.6% to 44%; as the proper position of the newborn increased by 73.9% to 100%; support of nursing breastfeeding increased from 28.6% to 60%. The effects of guidelines for nursing mothers, the data showed that after training the nursing staff showed a slight increase in this performance in developed educational activities with 48 postpartum lactating nursing mothers. However, it was also identified the need to expand the monitoring of the nursing staff to measure the effectiveness of the guidelines. The study found that the institution has partial adherence to government programs on breastfeeding. Recently, there was a pact with the Stork Network that requires team conducts on health and evidence-based practices, so it is necessary to continue the education, to develop protocols to assist mothers and newborns and the adoption of routines already recommended by the humanization of childbirth program and the birth- in the delivery room, to encourage breastfeeding in the first hour of life and create groups of lactating women, in order to achieve the goals set by Incentive Friendly Hospital program.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.Item Avaliação dos residentes de ortopedia e traumatologia utilizando o mini-cex com foco no exame físico(Universidade Federal de Goiás, 2017-02-22) Silva, Bruno Air Machado da; Pereira, Edna Regina Silva; http://lattes.cnpq.br/4503589425013098; Pereira , Edna Regina Silva; Lima , Dione Marçal; Fernandes , Marcos RassiIntroduction: The ability to perform physical exam is essential in clinical practice in any medicine field. Observation, teaching and performing the physical examination is often poorly emphasized during the residency of Orthopedics and Traumatology. In order to promote staff’s observation American Boar of Internal Medicine proposed the Mini-Clinical Evaluation Exercise (mini-CEX). Our goal is assess Orthopaedic and Traumatology’s resident, using min-CEx, focusing on physical exam performance. Methods: It is study quantitative, transversal, descriptive and exploratory. The data were obtained using questionnaire and mini-Cex from March to June 2016, in four meetings. 21 residents were evaluated, totalizing 84 assessments. The evolution of the residents (R1, R2 and R3) evaluated by the Mini Cex was performed based on the Friedman test, followed by the analysis of multiple PosHoc comparisons. The comparative analysis of the assessments according to the resident's year at each meeting was performed using the Kruskal-Wallis test followed by the analysis of multiple PosHoc comparisons. Results: Through the Beran questionnaire, 81% of residents reported never / rarely or occasionally having been observed and criticized when performing the clinical examination. It was found that the residents presented a satisfactory result in the assessment of their clinical competences, in a scale ranging from 1 to 9. The scores obtained in the physical examination in mean ± standard deviation were 4,00 ± 1.89 for R1 (first year resident), 5.00 ± 1.82 for R2 (second year resident) and 5.09 ± 1.84 for R3 (third year resident). In the clinical history the scores were; 3.96 ± 2.08 for R1, 5.29 ± 1.63 for R2 and 5.56 ± 1.78 for R3. In the clinical reasoning we had 4.82 ± 1.63 for the R1, 6,13 ± 1,48 for the R2 and 6,31 ± 1,47 for the R3. It was observed a high satisfaction of the evaluated residents (R1 - 8.79 ± 0.63, R2 - 8.71 ± 0.46 and R3 - 8.78 ± 0.49), staffs were also satisfied (R1 - 8,15 ± 0,99; R2 - 8,21 ± 0,98; R3 - 8,38 ± 0,75). Despite satisfactory performance, there were some gaps in physical examination learning. In 75% of the evaluations performed, the residents had trouble in special orthopedic tests, 65.5% were not able to identify specific signs of physical examination that could assist in the diagnosis, and 91.7% did not follow a logical and effective order. Conclusion: The evaluation of the resident of Orthopedics and Traumatology through the mini-CEX was satisfactory, however learning gaps were identified especially in the physical examination. Educational intervention is suggested