| Summary: | Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-06T22:44:45Z
No. of bitstreams: 1
TasiaDeAlbuquerqueFalcaoFeitosa_DISSERT.pdf: 15774208 bytes, checksum: b34cc302c71497a3932ba62272516171 (MD5) === Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-09T21:56:41Z (GMT) No. of bitstreams: 1
TasiaDeAlbuquerqueFalcaoFeitosa_DISSERT.pdf: 15774208 bytes, checksum: b34cc302c71497a3932ba62272516171 (MD5) === Made available in DSpace on 2016-06-09T21:56:41Z (GMT). No. of bitstreams: 1
TasiaDeAlbuquerqueFalcaoFeitosa_DISSERT.pdf: 15774208 bytes, checksum: b34cc302c71497a3932ba62272516171 (MD5)
Previous issue date: 2015-08-28 === CONTEXTO: A Resid?ncia M?dica de Doen?as Infecciosas objetiva o desenvolvimento de habilidades psicomotoras, valores ?ticos, atitudes e comportamentos que s?o essenciais ao pleno exerc?cio da especialidade. Sabe-se que o dom?nio cognitivo refere-se, exclusivamente, ?s habilidades de natureza intelectual, no entanto a avalia??o destes alunos deve aferir, n?o apenas esses conhecimentos, mas englobar aspectos psicomotores e atitudinais. Neste cen?rio, nos deparamos com o Clinical Evaluation Exercise (Mini-CEX) como ferramenta avaliativa adequada e largamente utilizada na verifica??o destas compet?ncias. OBJETIVOS: Capacitar docentes e preceptores do programa de resid?ncia m?dica em doen?as infecciosas para utiliza??o do Mini-CEx como m?todo avaliativo de compet?ncias cl?nicas e assim, iniciar a avalia??o destas compet?ncias na resid?ncia. METODOLOGIA: Trata-se de estudo intervencional, seccional, a ser realizado com os preceptores m?dicos que atuam no Hospital Giselda Trigueiro e residentes do primeiro, segundo e terceiro anos, da resid?ncia m?dica em Doen?as Infecciosas da Universidade Federal do Rio Grande do Norte (UFRN), durante o semestre acad?mico 2015.1. RESULTADOS: A capacita??o te?rico-pr?tica com os docentes e preceptores foi realizada no formato de oficina semipresencial, utilizando m?todos ativos de ensino-aprendizagem, e contou com a participa??o de 54,16% dos convidados. No feedback final foram apontados como pontos fortes do processo de capacita??o a oportunidade de participar e a aquisi??o de novos conhecimentos. Dentre as fragilidades elencadas, a curta dura??o do evento foi destacada e, finalmente, como sugest?o, foram propostas a repeti??o e amplia??o do processo, convidando-se os colegas que n?o puderam participar deste momento. CONCLUS?O: Ap?s o encerramento da primeira etapa deste trabalho, pode-se constatar que, embora os preceptores que orientam os residentes nos cen?rios de pr?ticas do hospital n?o tenham conhecimento das metodologias avaliativas, ? poss?vel envolv?-los neste processo atrav?s de capacita??o utilizando-se metodologia adequada mostrando-lhes a import?ncia de seu papel na forma??o destes profissionais. N?o obstante, ? imprescind?vel que a Universidade aproveite o clima de motiva??o criado pelo presente trabalho e estimule o copo cl?nico do hospital a dar continuidade ao processo de avalia??o de compet?ncias cl?nicas utilizando esta ferramenta. === CONTEXT: The medical residency of infectious diseases aims at developing psychomotor
abilities, ethnic values, attitudes and behaviors of the newly graduated doctor, exigencies
seen as indispensable to the medical practice. It is known that the cognitive domain
concerns exclusively the abilities of intellectual nature, though the evaluation of these
students include not only this knowledge, but also psychomotor aspects and attitudes.
Several evaluation methods of clinical abilities are in use in medical schools all over the
world since the 1990?s. Among them, the Clinical Evaluation Exercise (Mini-CEX) stands
out as evaluation tool whose pioneers were Norcini and collaborators. In the 1990?s, the
American Board of Internal Medicine recommended this tool in the evaluation of clinical
competences. Although the evaluation of clinical competences is indispensable in the
medical residency programs, and their importance largely spread inside the academic
community, this practice is not systematical in the medical residency of contagious
diseases at Rio Grande do Norte Federal University. OBJECTIVES: Recover the
knowledge accumulated by professors and preceptors of medical residency of infectious
diseases in Rio Grande do Norte Federal University, which may relate to evaluation of
clinical competences based on Mini-CEX. Thus, starting the evaluation of these
competences in each residency. METHODOLOGY: interventional sectional study with
patients, medical preceptors and infectious diseases resident students of first, second and
third years, in Rio Grande do Norte Federal University, during 2015.1 academic semester.
It consisted of three steps. In the first one, teachers and preceptors underwent a
capacitation program in clinical evaluation. The training program followed the modality of
open education, by means of active methods of teaching and learning. For example, down
and up landscape, round of conversation and apprenticeship mediated by video focusing
the usage of Mini-CEX as an evaluation method. One also tried to improve the evaluation
tool used in medical residency. In the second step, the students discussed the importance
of evaluation in clinical competences as apprenticeship tool. At the last one, professors
and preceptors used Mini-CEX to evaluate the clinical competences of the resident
students. RESULTS: The main result of this paper is to encourage the discussion and the
reflection about the importance of evaluation of clinical competences in the medical
residency with its several players: professors, preceptors and resident students in order to
bring about paradigms and trends of teaching in medical residency, rescuing the
knowledge about the evaluation methods. 54.16% of the visitors (professors and
preceptors) and 100% of the students shared capacitation. Feedback disclosed as strong
points of the process the opportunity of participation and the acquisition of new
knowledge. Among the weak points, the study detected the short duration of the event.
Suggestions pleaded repetition and enlargement of process and opened its doors to other
colleagues that wish to take part in this process. CONCLUSION: This work states that
even professors and preceptors responsible for guiding resident students in the practices
of hospital do not care about evaluation methodologies, it is possible involve them in this
process, capacitating them with the aid of adequate methodology and standing out the
importance of their role in the formation of those professionals. However, it is essential
that universities seize the climate of motivation and start evaluation of their clinical
competences using this tool.
|
|---|
