Impacto de uma intervenção de desenvolvimento docente na percepção de docentes e discentes, sobre o funcionamento do grupo tutorial no curso de medicina da Unifenas, Câmpus Belo Horizonte

• Ano de defesa: 2019
• Autor(a) principal: MOREIRA, Lívia Maria P
• Orientador(a): MOURA, Alexandre Sampaio
• Banca de defesa: FARIA, Rosa Maria Delbone de , PENIDO, Maria Goretti Moreira Guimarães
• 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: PBL- problem based learning; Educação médica; Capacitação; Docente; Discente
• Palavras-chave em Inglês: PBL- problem based learning; Medical education; Training; Teaching; Students
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: http://tede2.unifenas.br:8080/jspui/handle/jspui/268

Introduction: Problem based learning (PBL) is a teaching method that may present erosions and flaws throughout its execution. The ongoing training of tutors and the awareness of students with regard to the PBL principles are essential for the proper performance of the tutorial groups (GT). Aims: Assess the impact of the initiative “Wise Choices in Education” on the functioning of the GT before and after the intervention in a medical school with PBL curriculum. Methods: Quasi-experimental study developed at UNIFENAS-BH, with medical students and tutors from the 1st- 8th term (Faculty of Medicine).The institution has developed faculty development “Wise choices in education”, pinpointing five items that should not be performed by the tutors of the GT, making both tutors and students aware of them. The aforementioned items were: Do not forget to activate previous knowledge; do not allow mechanical reading of the matter that has been studied to take place; do not forget to give a feedback, do not be afraid to acknowledge what you have no knowledge of; do not allow the resolution map to be the summary of “all” the matter. From those items, a questionnaire was devised with questions that represented the items (domains) in order to assess the quality of the GT. The questionnaire was applied to tutors and students, before and after the intervention. Comparative analysis of the average perception of the functioning of the GT pre with post-intervention was carried out by ANOVA test. Results: 564 students and 57 tutors participated in the study on its 1st phase and 603 students and 71 tutors on its 2ndphase. It was noted that in the 1st phase, the global average in the group of tutors (4,15±0,33) is bigger than the group of students (3,84±0,50), with a statistically significant difference (p< 0,001). This global average of the tutors remains bigger on the 2ndphase (tutor:4,24±0,39; student:4,03±0,48; p< 0,001). When each one of the domains is analyzed, the difference remained statistically significant in the 1st phase. Regarding the 2ndphase, only “do not allow the resolution map to be a summary of ‘all’ the matter” did not have a statistically significantinfluence (p=0,37). Comparing both phases, some growth on the general rate was observed after the intervention in both groups, but only statistically significant in the student’s group (average difference: 0,19+0,06, p<0,001). Conclusion: there was a significant change in the perception on the functioning of the GT after the intervention amongst the students. This change between the students shows that the intervention was successful, since in a PBL curriculum, learning is focused on the student