Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Goiás
|
Programa de Pós-Graduação: |
Programa de Pós-graduação em Ensino na Saúde (FM)
|
Departamento: |
Faculdade de Medicina - FM (RG)
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.bc.ufg.br/tede/handle/tede/10655 |
Resumo: | The National curriculum guidelines (NCG) for medical graduation state that the course should be centered on the student as the subject of learning, with the professor as a facilitator and mediator of the process, with a view to full professional training. Medicine courses must use methodologies that favor student participation in the construction of knowledge. The aim of this study was to understand the medical student's perception about the problematization methodology in the Competence Integrating Problem (CIP) unit of the Pontifical Catholic University of Goiás (PUC Goiás). This is a cross-sectional descriptive study with a qualitative approach, which seeks to understand the context where the phenomenon occurs, centered on the qualitative deepening of the discourses produced by students. Data were collected through a semi-structured interview that used a previously prepared script of themes. Interviews were made with thirty academics from the first to the twelfth modules about the unit called Integrating Competence Problem (CIP), which is developed through the problematization methodology together with the insertion of the Charles Maguerez Arch. For data analysis it was used the Grounded Theory or Grounded Theory. With the results obtained after carrying out the transcription and analysis of the interviews, it was possible to create explanatory categories of the investigated phenomenon, they were: Previous knowledge of active methods; Impact and adaptation to the CIP; Positives, negatives and improvements; Characteristics of the student in the CIP; Characteristics of the professor in the CIP; CIP contributions to medical training. The present study showed the efficiency and the contributions of the functionality and applicability of the problematization methodology in the CIP unit, such as: communication skills, research, problem solving, proactivity, how to work in a team, how to listen and respect the opinion of colleagues, they became more critical and learned to see the patient holistically, for medical formation. As a new methodology inserted in the field of medical education, there are weaknesses both in the training of the student and in the performance of the mediator professor, such as such as dispersions that were not carried out or carried out without reaching the objectives, the neglect of both students and professors, the lack of preparation of some professors, the workload of the curricular matrix, and the recurrent absences of professors. Through the correct applicability of the problematization methodology, it becomes feasible to train medical professionals who have a holistic view, who do not treat only the disease but the human being in an integral way. |
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Moraes, Vardeli Alves dehttp://lattes.cnpq.br/2078225868415338Almeida, Rogério José dehttp://lattes.cnpq.br/5504604536035282Almeida, Rogério José deNaghettine, Alessandra VittorinoCarvalho, Iracema Gonzaga Moura dePereira, Edna ReginaQueiroz, Maria Goretti dehttp://lattes.cnpq.br/2717733450505302Santiago, Rejane de Carvalho2020-09-11T11:06:01Z2020-09-11T11:06:01Z2020-06-02SANTIAGO, R. C. Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação. 2020. 129 f. Dissertação (Mestrado em Ensino na Saúde) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10655The National curriculum guidelines (NCG) for medical graduation state that the course should be centered on the student as the subject of learning, with the professor as a facilitator and mediator of the process, with a view to full professional training. Medicine courses must use methodologies that favor student participation in the construction of knowledge. The aim of this study was to understand the medical student's perception about the problematization methodology in the Competence Integrating Problem (CIP) unit of the Pontifical Catholic University of Goiás (PUC Goiás). This is a cross-sectional descriptive study with a qualitative approach, which seeks to understand the context where the phenomenon occurs, centered on the qualitative deepening of the discourses produced by students. Data were collected through a semi-structured interview that used a previously prepared script of themes. Interviews were made with thirty academics from the first to the twelfth modules about the unit called Integrating Competence Problem (CIP), which is developed through the problematization methodology together with the insertion of the Charles Maguerez Arch. For data analysis it was used the Grounded Theory or Grounded Theory. With the results obtained after carrying out the transcription and analysis of the interviews, it was possible to create explanatory categories of the investigated phenomenon, they were: Previous knowledge of active methods; Impact and adaptation to the CIP; Positives, negatives and improvements; Characteristics of the student in the CIP; Characteristics of the professor in the CIP; CIP contributions to medical training. The present study showed the efficiency and the contributions of the functionality and applicability of the problematization methodology in the CIP unit, such as: communication skills, research, problem solving, proactivity, how to work in a team, how to listen and respect the opinion of colleagues, they became more critical and learned to see the patient holistically, for medical formation. As a new methodology inserted in the field of medical education, there are weaknesses both in the training of the student and in the performance of the mediator professor, such as such as dispersions that were not carried out or carried out without reaching the objectives, the neglect of both students and professors, the lack of preparation of some professors, the workload of the curricular matrix, and the recurrent absences of professors. Through the correct applicability of the problematization methodology, it becomes feasible to train medical professionals who have a holistic view, who do not treat only the disease but the human being in an integral way.As diretrizes curriculares nacionais (DCN) para graduação em medicina estabelecem que o curso deve ser centrado no aluno como sujeito da aprendizagem, tendo apoio do professor como facilitador e mediador do processo, com vistas à formação integral. Os cursos de medicina devem se utilizar de metodologias que privilegiem a participação do aluno na construção do conhecimento. O objetivo deste estudo foi compreender a percepção do aluno de medicina acerca da metodologia da problematização na unidade Problema Integrador de Competências (PIC) da Pontifícia Universidade Católica de Goiás (PUC Goiás). Trata-se de uma pesquisa transversal descritiva com abordagem qualitativa, que busca entender o contexto onde o fenômeno ocorre centrado no aprofundamento qualitativo dos discursos produzidos pelos estudantes. Os dados foram coletados por meio de entrevista semiestruturada que se utilizou de um roteiro de temas previamente confeccionado. Foram feitas entrevistas com trinta acadêmicos do primeiro ao décimo segundo módulos acerca da unidade denominada de Problema Integrador de Competências (PIC) que é desenvolvida por meio da metodologia da problematização juntamente com a inserção do Arco de Charles Maguerez. Para a análise dos dados utilizou-se da Teoria Fundamentada nos Dados ou Grounded Theory. Com os resultados obtidos após realização da transcrição e análise das entrevistas, foi possível criar categorias explicativas do fenômeno investigado, foram elas: Conhecimentos prévios de metodologias ativas; Impacto e adaptação ao PIC; Pontos positivos, negativos e melhorias; Características do aluno no PIC; Características do professor no PIC; Contribuições do PIC para formação médica. O presente estudo evidenciou a eficiência e as contribuições da ‘funcionalidade e aplicabilidade da metodologia da problematização na unidade do PIC, tais como habilidade da comunicação, pesquisa, resolutividade, proatividade, aprenderam a trabalhar em equipe, saber ouvir e a respeitar a opinião dos colegas, tornaram pessoas mais críticas e, aprendem a enxergar o paciente de forma holística, para a formação em medicina. Como uma nova metodologia inserida no campo da formação médica há fragilidades tanto na formação do aluno quanto na atuação do professor mediador como as dispersões não executadas ou executadas sem atingir os objetivos, o descaso tanto de alunos quanto de professores, a falta de preparo de alguns professores, a carga horária da matriz curricular, e as faltas recorrentes dos professores. Por meio da correta aplicabilidade da metodologia da problematização torna-se viável a formação de profissionais médicos que tenham uma visão holística, que não tratem apenas a doença e sim o ser humano de forma integral.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2020-09-10T16:08:59Z No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertação - Rejane de Carvalho Santiago - 2020.pdf: 5769769 bytes, checksum: d6b030114e6e7741c421bd3b8b35b533 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-09-11T11:06:01Z (GMT) No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertação - Rejane de Carvalho Santiago - 2020.pdf: 5769769 bytes, checksum: d6b030114e6e7741c421bd3b8b35b533 (MD5)Made available in DSpace on 2020-09-11T11:06:01Z (GMT). No. of bitstreams: 2 license_rdf: 811 bytes, checksum: e39d27027a6cc9cb039ad269a5db8e34 (MD5) Dissertação - Rejane de Carvalho Santiago - 2020.pdf: 5769769 bytes, checksum: d6b030114e6e7741c421bd3b8b35b533 (MD5) Previous issue date: 2020-06-02OutroporUniversidade Federal de GoiásPrograma de Pós-graduação em Ensino na Saúde (FM)UFGBrasilFaculdade de Medicina - FM (RG)Attribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessEducação médicaAprendizagemMetodologia da problematizaçãoMedicinaMedical educationLearningProblematization methodologyMedicineCIENCIAS DA SAUDEPercepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduaçãoPerception of medicine students on the use of problematization methodology during graduationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis51500500500500201825reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/61c3efc4-82e4-4338-b26c-da3a96c55d5b/download8a4605be74aa9ea9d79846c1fba20a33MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811http://repositorio.bc.ufg.br/tede/bitstreams/2353ce87-7728-46a4-b4f1-98d8887754ee/downloade39d27027a6cc9cb039ad269a5db8e34MD52ORIGINALDissertação - Rejane de Carvalho Santiago - 2020.pdfDissertação - Rejane de Carvalho Santiago - 2020.pdfapplication/pdf5769769http://repositorio.bc.ufg.br/tede/bitstreams/6f616c9e-bc83-48f2-b835-e0e1cc7ac33f/downloadd6b030114e6e7741c421bd3b8b35b533MD53tede/106552020-09-11 08:06:01.844http://creativecommons.org/licenses/by-nc-nd/3.0/br/Attribution-NonCommercial-NoDerivs 3.0 Brazilopen.accessoai:repositorio.bc.ufg.br:tede/10655http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2020-09-11T11:06:01Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
dc.title.alternative.eng.fl_str_mv |
Perception of medicine students on the use of problematization methodology during graduation |
title |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
spellingShingle |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação Santiago, Rejane de Carvalho Educação médica Aprendizagem Metodologia da problematização Medicina Medical education Learning Problematization methodology Medicine CIENCIAS DA SAUDE |
title_short |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
title_full |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
title_fullStr |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
title_full_unstemmed |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
title_sort |
Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação |
author |
Santiago, Rejane de Carvalho |
author_facet |
Santiago, Rejane de Carvalho |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Moraes, Vardeli Alves de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2078225868415338 |
dc.contributor.advisor-co1.fl_str_mv |
Almeida, Rogério José de |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/5504604536035282 |
dc.contributor.referee1.fl_str_mv |
Almeida, Rogério José de |
dc.contributor.referee2.fl_str_mv |
Naghettine, Alessandra Vittorino |
dc.contributor.referee3.fl_str_mv |
Carvalho, Iracema Gonzaga Moura de |
dc.contributor.referee4.fl_str_mv |
Pereira, Edna Regina |
dc.contributor.referee5.fl_str_mv |
Queiroz, Maria Goretti de |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2717733450505302 |
dc.contributor.author.fl_str_mv |
Santiago, Rejane de Carvalho |
contributor_str_mv |
Moraes, Vardeli Alves de Almeida, Rogério José de Almeida, Rogério José de Naghettine, Alessandra Vittorino Carvalho, Iracema Gonzaga Moura de Pereira, Edna Regina Queiroz, Maria Goretti de |
dc.subject.por.fl_str_mv |
Educação médica Aprendizagem Metodologia da problematização Medicina |
topic |
Educação médica Aprendizagem Metodologia da problematização Medicina Medical education Learning Problematization methodology Medicine CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Medical education Learning Problematization methodology Medicine |
dc.subject.cnpq.fl_str_mv |
CIENCIAS DA SAUDE |
description |
The National curriculum guidelines (NCG) for medical graduation state that the course should be centered on the student as the subject of learning, with the professor as a facilitator and mediator of the process, with a view to full professional training. Medicine courses must use methodologies that favor student participation in the construction of knowledge. The aim of this study was to understand the medical student's perception about the problematization methodology in the Competence Integrating Problem (CIP) unit of the Pontifical Catholic University of Goiás (PUC Goiás). This is a cross-sectional descriptive study with a qualitative approach, which seeks to understand the context where the phenomenon occurs, centered on the qualitative deepening of the discourses produced by students. Data were collected through a semi-structured interview that used a previously prepared script of themes. Interviews were made with thirty academics from the first to the twelfth modules about the unit called Integrating Competence Problem (CIP), which is developed through the problematization methodology together with the insertion of the Charles Maguerez Arch. For data analysis it was used the Grounded Theory or Grounded Theory. With the results obtained after carrying out the transcription and analysis of the interviews, it was possible to create explanatory categories of the investigated phenomenon, they were: Previous knowledge of active methods; Impact and adaptation to the CIP; Positives, negatives and improvements; Characteristics of the student in the CIP; Characteristics of the professor in the CIP; CIP contributions to medical training. The present study showed the efficiency and the contributions of the functionality and applicability of the problematization methodology in the CIP unit, such as: communication skills, research, problem solving, proactivity, how to work in a team, how to listen and respect the opinion of colleagues, they became more critical and learned to see the patient holistically, for medical formation. As a new methodology inserted in the field of medical education, there are weaknesses both in the training of the student and in the performance of the mediator professor, such as such as dispersions that were not carried out or carried out without reaching the objectives, the neglect of both students and professors, the lack of preparation of some professors, the workload of the curricular matrix, and the recurrent absences of professors. Through the correct applicability of the problematization methodology, it becomes feasible to train medical professionals who have a holistic view, who do not treat only the disease but the human being in an integral way. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-09-11T11:06:01Z |
dc.date.available.fl_str_mv |
2020-09-11T11:06:01Z |
dc.date.issued.fl_str_mv |
2020-06-02 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTIAGO, R. C. Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação. 2020. 129 f. Dissertação (Mestrado em Ensino na Saúde) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10655 |
identifier_str_mv |
SANTIAGO, R. C. Percepção dos estudantes de medicina sobre o uso da metodologia da problematização durante a graduação. 2020. 129 f. Dissertação (Mestrado em Ensino na Saúde) - Universidade Federal de Goiás, Goiânia, 2020. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10655 |
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por |
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por |
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Attribution-NonCommercial-NoDerivs 3.0 Brazil http://creativecommons.org/licenses/by-nc-nd/3.0/br/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Ensino na Saúde (FM) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Medicina - FM (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
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