A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico
Ano de defesa: | 2018 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
|
Departamento: |
Faculdade de Ciências Médicas e da Saúde
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://tede2.pucsp.br/handle/handle/21712 |
Resumo: | Introduction: For the medical training recommended in the Curriculum Guidelines, changes in the teaching-learning process are necessary, making the student an active element in knowledge construction, using new scenarios as assistance tool. Objective: To evaluate the applicability and acceptance of Direct Observation Method in a room with a one-way mirror, as a learning practice in competences development of 6th period Medical graduation course students. Methods: It is an exploratory, analytical and qualitative research. After approval by the Research Ethics Committee, three focus groups were carried out, totaling 30 students who attended, from February to June 2016, the referred scenario where an academic performs real patient’s care with establishment of the patient-medical relationship, anamnesis, clinical examination and diagnostic reasoning, while the tutor and the other 11 students looked through the mirror. After the clinical examination, the tutor and the evaluated student take the necessary steps for the case. After the patient leaves, the examiner student performed a self-assessment and a feedback is given by the other students and tutor. The data obtained in the focus groups were analyzed using the methodological approach of content analysis, thematic modality of Bardin. From these results emerged the final product in the form of a conceptual map, based on the Grounded Theory. Results: The recorded units were identified from collected data, distributed in subcategories and condensed into three categories (reflexive learning, formative evaluation and transforming scenario). The teaching strategy was highly accepted by the students. As fragile points indicated were the impossibility of following patients after the consultation, some technical problems (such as the sound system), the fact that not all of them had passed through the examiner's experience (a fact that has already been corrected after the focus groups) and, as a strong point, collective, reflexive and experiential learning, believing that it could be extended to other curricular units. Conclusion: The unusual scenario, although real, the awareness of being observed and evaluated had a positive influence on learning. The one-way mirror room has applicability and it has been well accepted as a practice scenario by the research participants resulting in meaningful learning experience |
id |
PUC_SP-1_2c1c770bcc3fce7f2cca6602f3f0e266 |
---|---|
oai_identifier_str |
oai:repositorio.pucsp.br:handle/21712 |
network_acronym_str |
PUC_SP-1 |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
repository_id_str |
|
spelling |
Senger, Maria Helenahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8278100T1Marchi, Elizabete Garcia Ferreira Arroyo2018-12-11T13:11:19Z2018-10-26Marchi, Elizabete Garcia Ferreira Arroyo. A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico. 2018. 110 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) – Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2018.https://tede2.pucsp.br/handle/handle/21712Introduction: For the medical training recommended in the Curriculum Guidelines, changes in the teaching-learning process are necessary, making the student an active element in knowledge construction, using new scenarios as assistance tool. Objective: To evaluate the applicability and acceptance of Direct Observation Method in a room with a one-way mirror, as a learning practice in competences development of 6th period Medical graduation course students. Methods: It is an exploratory, analytical and qualitative research. After approval by the Research Ethics Committee, three focus groups were carried out, totaling 30 students who attended, from February to June 2016, the referred scenario where an academic performs real patient’s care with establishment of the patient-medical relationship, anamnesis, clinical examination and diagnostic reasoning, while the tutor and the other 11 students looked through the mirror. After the clinical examination, the tutor and the evaluated student take the necessary steps for the case. After the patient leaves, the examiner student performed a self-assessment and a feedback is given by the other students and tutor. The data obtained in the focus groups were analyzed using the methodological approach of content analysis, thematic modality of Bardin. From these results emerged the final product in the form of a conceptual map, based on the Grounded Theory. Results: The recorded units were identified from collected data, distributed in subcategories and condensed into three categories (reflexive learning, formative evaluation and transforming scenario). The teaching strategy was highly accepted by the students. As fragile points indicated were the impossibility of following patients after the consultation, some technical problems (such as the sound system), the fact that not all of them had passed through the examiner's experience (a fact that has already been corrected after the focus groups) and, as a strong point, collective, reflexive and experiential learning, believing that it could be extended to other curricular units. Conclusion: The unusual scenario, although real, the awareness of being observed and evaluated had a positive influence on learning. The one-way mirror room has applicability and it has been well accepted as a practice scenario by the research participants resulting in meaningful learning experienceIntrodução: Para a formação do médico preconizada nas Diretrizes Curriculares são necessárias mudanças no processo de ensino-aprendizagem, fazendo com que o aluno se torne elemento ativo na construção do conhecimento com auxílio de novos cenários. Objetivo: Avaliar a aplicabilidade e a aceitação do Método de Observação Direta em sala com espelho unidirecional, como prática de aprendizagem no desenvolvimento de competências dos alunos do sexto período do curso de graduação em Medicina. Material e Método: Trata-se de pesquisa exploratória analítica, qualitativa. Após aprovação no Comitê de Ética em Pesquisa, foram realizados três grupos focais, totalizando 30 alunos, que frequentaram, de fevereiro a junho de 2016, o cenário referido, em que um acadêmico realiza atendimento de paciente real com estabelecimento da relação médico paciente, anamnese, exame clínico e raciocínio diagnóstico, enquanto o tutor e os outros 11 estudantes observavam através do espelho. Terminado o exame clínico, o tutor com o aluno avaliado tomam as condutas necessárias para o caso. Após saída do paciente acontece a autoavaliação do aluno examinador e feedback pelos demais alunos e tutor. Os dados obtidos nos grupos focais foram analisados à luz da abordagem metodológica de análise de conteúdo, modalidade temática de Bardin. Desses resultados emergiu o produto final na forma de um mapa conceitual, embasado pela Teoria Fundamentada nos Dados. Resultados: Foram identificadas as unidades de registro a partir de dados coletados, distribuídas em subcategorias e condensadas em três categorias (aprendizagem reflexiva, avaliação formativa e cenário transformador. A estratégia de ensino foi bem aceita pelos alunos. Como pontos frágeis apontaram a impossibilidade do seguimento dos pacientes, problemas de ordem técnica (sistema de som), o fato de nem todos passarem pela experiência de examinador (já corrigido) e, como pontos fortes a aprendizagem coletiva, reflexiva, experiencial, acreditando que poderia ser ampliada a outras unidades curriculares. Conclusão: O cenário inusitado, embora real, a consciência de estar sendo observado e avaliado influenciam positivamente na aprendizagem. A sala com espelho unidirecional tem aplicabilidade, foi bem avaliada como cenário de prática pelos participantes, resultando a experiência em aprendizado significativoapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47619/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação nas Profissões da SaúdePUC-SPBrasilFaculdade de Ciências Médicas e da SaúdeEstudantes de MedicinaEducação médicaCompetências clínicasMedical studentsMedical educationClinical skillsCNPQ::CIENCIAS DA SAUDEA prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médicoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTElizabete Garcia Ferreira Arroyo Marchi.pdf.txtElizabete Garcia Ferreira Arroyo Marchi.pdf.txtExtracted texttext/plain214882https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/4/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf.txtc3a24981b1eda9a69785a7bf30efe692MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALElizabete Garcia Ferreira Arroyo Marchi.pdfElizabete Garcia Ferreira Arroyo Marchi.pdfapplication/pdf3629040https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/2/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf7caeb2885ac65ff00c8e326d2fa92058MD52THUMBNAILElizabete Garcia Ferreira Arroyo Marchi.pdf.jpgElizabete Garcia Ferreira Arroyo Marchi.pdf.jpgGenerated Thumbnailimage/jpeg3579https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/3/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf.jpgec2c3c1db6814ffa62b66be3a5c7bba8MD53handle/217122022-04-28 05:12:04.157oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T08:12:04Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
title |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
spellingShingle |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico Marchi, Elizabete Garcia Ferreira Arroyo Estudantes de Medicina Educação médica Competências clínicas Medical students Medical education Clinical skills CNPQ::CIENCIAS DA SAUDE |
title_short |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
title_full |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
title_fullStr |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
title_full_unstemmed |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
title_sort |
A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico |
author |
Marchi, Elizabete Garcia Ferreira Arroyo |
author_facet |
Marchi, Elizabete Garcia Ferreira Arroyo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Senger, Maria Helena |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K8278100T1 |
dc.contributor.author.fl_str_mv |
Marchi, Elizabete Garcia Ferreira Arroyo |
contributor_str_mv |
Senger, Maria Helena |
dc.subject.por.fl_str_mv |
Estudantes de Medicina Educação médica Competências clínicas |
topic |
Estudantes de Medicina Educação médica Competências clínicas Medical students Medical education Clinical skills CNPQ::CIENCIAS DA SAUDE |
dc.subject.eng.fl_str_mv |
Medical students Medical education Clinical skills |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS DA SAUDE |
description |
Introduction: For the medical training recommended in the Curriculum Guidelines, changes in the teaching-learning process are necessary, making the student an active element in knowledge construction, using new scenarios as assistance tool. Objective: To evaluate the applicability and acceptance of Direct Observation Method in a room with a one-way mirror, as a learning practice in competences development of 6th period Medical graduation course students. Methods: It is an exploratory, analytical and qualitative research. After approval by the Research Ethics Committee, three focus groups were carried out, totaling 30 students who attended, from February to June 2016, the referred scenario where an academic performs real patient’s care with establishment of the patient-medical relationship, anamnesis, clinical examination and diagnostic reasoning, while the tutor and the other 11 students looked through the mirror. After the clinical examination, the tutor and the evaluated student take the necessary steps for the case. After the patient leaves, the examiner student performed a self-assessment and a feedback is given by the other students and tutor. The data obtained in the focus groups were analyzed using the methodological approach of content analysis, thematic modality of Bardin. From these results emerged the final product in the form of a conceptual map, based on the Grounded Theory. Results: The recorded units were identified from collected data, distributed in subcategories and condensed into three categories (reflexive learning, formative evaluation and transforming scenario). The teaching strategy was highly accepted by the students. As fragile points indicated were the impossibility of following patients after the consultation, some technical problems (such as the sound system), the fact that not all of them had passed through the examiner's experience (a fact that has already been corrected after the focus groups) and, as a strong point, collective, reflexive and experiential learning, believing that it could be extended to other curricular units. Conclusion: The unusual scenario, although real, the awareness of being observed and evaluated had a positive influence on learning. The one-way mirror room has applicability and it has been well accepted as a practice scenario by the research participants resulting in meaningful learning experience |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-12-11T13:11:19Z |
dc.date.issued.fl_str_mv |
2018-10-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Marchi, Elizabete Garcia Ferreira Arroyo. A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico. 2018. 110 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) – Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2018. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/21712 |
identifier_str_mv |
Marchi, Elizabete Garcia Ferreira Arroyo. A prática clínica no cenário da sala com espelho unidirecional: percepção dos alunos sobre o método de observação direta no ensino médico. 2018. 110 f. Dissertação (Mestrado em Educação nas Profissões da Saúde) – Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde, Pontifícia Universidade Católica de São Paulo, Sorocaba, 2018. |
url |
https://tede2.pucsp.br/handle/handle/21712 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.publisher.program.fl_str_mv |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde |
dc.publisher.initials.fl_str_mv |
PUC-SP |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Ciências Médicas e da Saúde |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica de São Paulo |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP instname:Pontifícia Universidade Católica de São Paulo (PUC-SP) instacron:PUC_SP |
instname_str |
Pontifícia Universidade Católica de São Paulo (PUC-SP) |
instacron_str |
PUC_SP |
institution |
PUC_SP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_SP |
bitstream.url.fl_str_mv |
https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/4/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/1/license.txt https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/2/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf https://repositorio.pucsp.br/xmlui/bitstream/handle/21712/3/Elizabete%20Garcia%20Ferreira%20Arroyo%20Marchi.pdf.jpg |
bitstream.checksum.fl_str_mv |
c3a24981b1eda9a69785a7bf30efe692 bd3efa91386c1718a7f26a329fdcb468 7caeb2885ac65ff00c8e326d2fa92058 ec2c3c1db6814ffa62b66be3a5c7bba8 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP) |
repository.mail.fl_str_mv |
bngkatende@pucsp.br||rapassi@pucsp.br |
_version_ |
1793424020872364032 |