A avaliação do tutor realizada pelos discentes no Curso de Medicina da Unimontes

• Ano de defesa: 2011
• Autor(a) principal: Barreto, Nair Amélia Prates [UNIFESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Paulo (UNIFESP)
• Palavras-chave em Português: Higher Education; Teacher´s evaluation; Medical Education; Innovative methodologies; Ensino Superior; Avaliação docente; Educação médica; Metodologias inovadoras
• Link de acesso: https://repositorio.unifesp.br/handle/11600/58419

Objective: To analyze the meaning assigned by the tutor for the evaluations performed by students of Medical Course at State University of Montes Claros on their performance regarding commitment, responsibility, technical ability, interest in the student individual needs and feedback provided by the students. Methodology: A qualitative, descriptive and exploratory study, whose subjects were 11 tutors of the Specific Content Module of the first and seventh periods of the second half of 2009. Structured interviews with analysis and interpretation of results were used to collect data according to thematic analysis. Results: The tutors were mostly female professors with master's and specialist course; predominance of the 40- hour work week system. Tutors of the first period had higher education and degree and have been working since a long time in the higher education, greater workloads and with more time working in mentoring. All tutors of the 7th period have employment in other institutions. The thematic categories observed in the interviews are: aspects that influenced the choice of tutoring; training in tutoring; knowledge of the evaluation performed by students at the end of each module; tutor´s idea regarding evaluation and tutor´s perception on evaluation via Intranet. Aspects that influenced the choice of tutoring: invitation and needs of the institution, interest in PBL methodology. Only a few teachers were trained; some subjects became tutors observing the action of other tutors. The evaluations performed by the students showed that they were not involved, as well as teachers and administrators were not committed to the results. Regarding the evaluation´s concept aspect, it was observed that all individuals know and understand the importance of conducting such a process, but some teachers are not interested in the students’ evaluations which support the changes. Conclusions: The teacher´s evaluation performed by the students should be a further stimulus for development of skills that allow us to reflect on the thought and criticism about the practice and praxis, on considering the individual and the other, and cooperative strategies on learning and multiple intelligence teaching approaches converging to allow different perspectives and practices of evaluation as a tool to measure the quality of teaching-learning process - aiming the objectives of the course. We expect that these findings will contribute to improve the academic staff´s perception about their role in the construction and curricular organization and therefore in the formation of new physicians, as provided in this Pedagogical Politic Project of this course.