Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
D'Avila, Vera Lucia Nascimento Blaia
 |
| Orientador(a): |
Cappelletti, Isabel Franchi |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9738
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Resumo: |
The assessment of learning in medical schools has been a constant concern of institutions, students, academic and professional communities. Many schools are introducing new teaching and learning methodologies to be adapted to the reality of contemporary medical education and population needs. In our course of Medicine in Faculty of Medical and Health Sciences of PUCSP, a new curriculum, based on active learning methodologies, was implemented in 2006. In this new curriculum, formative and self-assessment, allowing reflection and improvement of pedagogical approaches are considered essential. This study had the initial purpose of introducing practical self-assessment of learning for students of the internship during the phase of transition to the new curriculum. These students were still attending a traditional curriculum, where the formative assessment was not very considered. From this idea, we created for these students, who were in the fifth and sixth years of the course at the time, activities that allow self-assessment of learning, mediated by software tools, the first of them created by ourselves and subsequently using the Moodle platform. Sixth year s Student activities were offered exclusively online at the beginning of the project and sequentially on mixed activities based on anatomo clinical sessions that were evaluated online. The students' participation in these activities in b-learning was voluntary and not obtained the expected adherence. When we posteriorly introduced these activities to students of the fifth grade, we observed good compliance only for mandatory tasks, but still with high resistance to the use of the Moodle platform. Sequentially, because of the low adherence of these students, we introduced b-learning activities also to the residents of the residency program in internal medicine. This population was composed by medical graduates in institutions with different curricula, and some based on active learning methodologies. In this group of residents we observed more adherence and interesting results. These doctors showed great interest in search of information, preparation of cases for the classroom discussion and in preparation to complement the theoretical discussion and also in answer the self-assessment of learning, introduced in Moodle. Our study was complemented with the introduction of formative assessment to the students of 2nd and 4th grades of the new curriculum in elective curricular activities. As expected, we observed a greater commitment of these students and positive results in the self-assessment of learning. We noted, throughout this process of introducing online activities of formative assessment that the proposal, even with adequate feedback, alone or in sequential classroom activities, not motivated students used to traditional curriculum, teacher-centered. Moreover, commitment of students in residency programs and graduate students accustomed to active methods, was high. Thus, we believe that actions with the use of digital media, which can cause the interaction of teaching and learning can be effective tools to encourage formative assessments |
