Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
MACHADO, S. C. M. P
 |
| Orientador(a): |
DIAS, Ruth Borges
|
| Banca de defesa: |
PEIXOTO, José Maria
,
SOUZA, R. A
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| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade José do Rosário Vellano
|
| Programa de Pós-Graduação: |
Programa de Mestrado em Ensino em Saúde
|
| Departamento: |
Pós-Graduação
|
| País: |
Brasil
|
| 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: |
http://tede2.unifenas.br:8080/jspui/handle/jspui/271
|
Resumo: |
The curricular reformulation of the Brazilian medical education recommends the insertion of the student in real contexts of teaching practice in increasing complexity of learning, since the very first semester. This recommendation prioritizes Primary Health Care and its work environments as a privileged place of learning through the teaching-service-community integration. Practical learning experiences in health care facilities since the early years of the course bring the learner closer to the realities of professional life and can help them in the acquisition of technical knowledge and the construction of a medical identity consistent with social needs. Based on to the National Curriculum Guideline, one of the medical teaching challenges in the practice fields concerns which teaching methodologies among pre-clinical student. In such a context, learning objective is the acquisition of communication skills, management, leadership, ethics and social responsibility. For clinical periods the task is a little easier, because majority of practical teaching methodologies are directed to the clinical period of teaching. In pre-clinical moment learning is related to acquisition of technical skills. Methods that stimulate reflection such as “The Arc of Maguerez” and “Problem-Based Learning” are recommended for these early years of study. In final years, there is a need for specific medical professional practices, methods such as “SNAPPS” and “One-Minute Preceptor” are indicated. Another challenge is the choice of evaluative methods, as they are guiding and guarantee the effectiveness of the teaching-learning process as long as they are correctly applied, that is, they do not reflect only cognitive learning, as it does not reflect the acquired learning. Thus handbook resulted from this thesis aims to describe randomly selected models and strategies of teaching and learning, mentioned by authors and Institutes of Higher Education based on the possibility of execution in various real practice scenarios guided by the teacher in his daily professional life |
