2015
DOI: 10.1590/1981-7746-sip00084
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Abstract: Resumo O estudo teve por objetivo compreender a percepção de estudantes do curso de Odontologia da Universidade Federal da Paraíba sobre a utilização do portfólio como um dos métodos de avaliação. Os dados referentes a 16 estudantes foram coletados em 2011 por meio da técnica do grupo focal e submetidos à análise de conteúdo. Definiram-se, então, as categorias temáticas: conceituação, papel do discente-docente, metodologias ativas, dificuldades na elaboração do portfólio e sugestões. Os estudantes compreendem … Show more

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Cited by 12 publications
(18 citation statements)
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“…Em algumas das experiências relatadas, é adotado de forma associada ao portfólio coletivo (4)(5)(6)(7)(8)(9)(10)(11)(12) .…”
Section: Introductionunclassified
“…Em algumas das experiências relatadas, é adotado de forma associada ao portfólio coletivo (4)(5)(6)(7)(8)(9)(10)(11)(12) .…”
Section: Introductionunclassified
“…20,21 When this study states that the portfolio promotes the ability of reflective thinking, it only confirms what such tool enabled in a study group, retracing the past and present thinking and analyzing in depth the problems proposed and their solutions. 22 The evaluation using this teaching strategy happens in a procedural manner, 4 and students tend to prefer the portfolio, as seen in this study. Traditional tests do not allow the longitudinal monitoring od the student's learning process nor the assessment of its quality, as they are not a continuous evaluation.…”
Section: Discussionmentioning
confidence: 73%
“…7 As a proposal, the following points were included: the creation of extension workshops; the creation of extension projects; the holding of discussion forums on the PCP; the holding of forums, symposiums and exhibitions; the application of clinical cases and realistic simulations, stimulate the approach of NCS in scientific initiation and promote the dissemination of successful experiences.…”
Section:  Fifth Step: Application In Realitymentioning
confidence: 99%
“…Aspects related to the execution, operationalization and periodic and direct follow-up of activities, as well as lack of leadership, absence of commitment, lack of time and lack of knowledge of the law of professional practice are factors that, certainly, compromise the quality of care and often lead to dismay and dissatisfaction with the NCS. 7 With this, the active teaching methodologies have contributed with regard to the teaching of the NP, since they are based on a significant theoretical principle, that is the autonomy. Nevertheless, another teaching-learning strategy, is used, which is the problematization that aims to reach and motivate the student, because, in the face of the problem, he pauses, examines, reflects, relates his history and begins to re-signify his discoveries by experiencing the construction of a pedagogical practice that is based on principles of freedom, autonomy, equality, equity, fraternity and compassion that favor reflective thinking.…”
mentioning
confidence: 99%