Implantação da avaliação pelo DOPS no Programa de Residência em Endoscopia Digestiva do Hospital Universitário Onofre Lopes

• Ano de defesa: 2018
• Autor(a) principal: Rocha, Ana Valéria Coutinho da Câmara
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Brasil; UFRN; PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO NA SAÚDE
• Palavras-chave em Português: Avaliação educacional; Educação médica; Educação baseada em competências; Competência clínica; Preceptoria; CNPQ::CIENCIAS DA SAUDE
• Link de acesso: https://repositorio.ufrn.br/jspui/handle/123456789/28310

Introduction: The evaluation of a formative character can be an integral part of all teaching-learning processes and can contribute to the improvement of didactic tools and eventual adjustments in the programmatic content of the residence. Objectives: To describe the implantation of a resident performance evaluation model in the Medical Residency Program of Digestive Endoscopy, instrumented by the Direct Observation of Procedural Skills, to train the preceptors for their use and to describe the domains of the assessment tool for endoscopic trainees. Methodology: This is an exploratory, prospective and interpretive research, carried out from November 2016 to February 2018, conducted in the Digestive Endoscopy sector of the University Hospital Onofre Lopes, in the city of Natal, Rio Grande do Norte, involving six residents and six preceptors of the Medical Residency Program of Digestive Endoscopy at Hospital Universitário Onofre Lopes. The first stage of the study consisted of a training course for preceptors to assess practical skills through the Direct Observation of Procedural Skills. The second stage consisted of the use of this tool in practice and the last step was carried out with semi-structured interviews with the residents and preceptors about the implementation process of the Direct Observation of Procedural Skills. Results: Most of the preceptors of the Medical Residency Program of Digestive Endoscopy participated in the course (70%). Only one had previously participated in a training course, and in the end, all participants felt empowered to conduct resident assessments using the Direct Observation of Procedural Skills and considered it possible to incorporate it into the work routine. At the end of the evaluation period, most of the preceptors (66.7%) stated that they did not know how to provide formative feedback prior to the training and found difficulties in certain aspects to do it in practice. Regarding the residents, 83.4% stated that they had never been evaluated in the hospital practice. All reported improved endoscopic procedures with the implementation of performance evaluations. Everyone has said they feel comfortable receiving feedback most of the time or at all times. The evaluative experience with the Direct Observation of Procedural Skills was satisfactory for preceptors and residents. Conclusion: It was observed that the incorporation of the Direct Observation of Procedural Skills was possible through the habilitation of the teachers for proper use, as well as their recognition, as well as the residents related to the relevant for the teaching-learning process. On the other hand, the study evidenced the possibility of implementing a performance evaluation tool in the residency program, a driving strategy to initiate discussions and planning the construction of a competence-based curriculum.