Avaliação do feedback como ferramenta de ensino e aprendizagem em um curso de Medicina

• Ano de defesa: 2019
• Autor(a) principal: Peixoto, Marisa Costa e
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Saúde da Família
• Palavras-chave em Português: Avaliação educacional; Educational evaluation; Educação médica; Medical education; Ensino superior; Higher education; Feedback; CNPQ::CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/28869; http://dx.doi.org/10.14393/ufu.di.2019.2447

Feedback is the information provided to the person describing and discussing their performance in a particular activity. The teaching-learning process must be accompanied by immediate and continuous feedback, which may be associated with informal and formal evaluation processes. Feedback generates an awareness of learning, showing its final outcome and comparing it to the intended. It encourages change, stimulates reflection, guides the adoption of behaviors, and reinforces the motivation to repeat the success. Teachers and students should be prepared to give and receive feedback as it helps in learning and consequently increases the probability of effective professional development. This study sought to identify the criteria used during the provision of feedback by teachers, preceptors and students of the medical course. It is a descriptive, exploratory and quantitative study. A total of 200 students and 82 teachers (teachers and preceptors) participated in the medical course of a private, of the interior of Minas Gerais, non-profit faculty maintained by an educational foundation. The data was collected through two questionnaires online, one for the students and another for the teachers. This reveal that teachers and students receive and provide weekly feedback, mainly during tutoring and boarding activities. They agree that the criteria that are most important in providing feedback are objectivity, care, understanding, attention, and specificity. Students are satisfied with the feedback received and feel that teachers are apt to provide feedback. Continuous and immediate feedback can contribute to the development and the formation of a more reflective medical professional about their relationships, attitudes and professional performance. It is necessary that medical schools pay attention to the training of their teachers and students, and include the practice of feedback in the process of teaching and learning.