A Educação Médica entre mapas e âncoras: a aprendizagem significativa de David Ausubel, em busca da Arca Perdida

Gomes, Andréia Patrícia; Dias-Coelho, Udson Chandler; Cavalheiro, Priscila de Oliveira; Gonçalvez, Cristina Angélica Nunes; Rôças, Giselle; Siqueira-Batista, Rodrigo

doi:10.1590/s0100-55022008000100014

Cited by 52 publications

(67 citation statements)

References 6 publications

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“…Neste, o papel do professor consiste em transmitir ou "passar" as informações, sendo mantida certa distância entre "o que sabe" e "o que aprende". A prática pedagógica é considerada mecânica, rígida e programada (FREITAS et al, 2015;VEIGA, 2013;MARIN et al, 2010) Estudos realizados a partir da opinião dos alunos acerca da utilização de metodologias ativas, destacam que os aspectos positivos ou fortalezas apontadas pelos estudantes são: o estímulo ao constante estudo, o fato de treinar as habilidades para o trabalho em equipe, incentivo à independência e responsabilidade na sua formação, aproximação com os profissionais dos serviços de saúde e menos uso da memorização (CARÁCIO et al, 2014;MARIN et al, 2010;GOMES et al, 2009;SALIBA et al, 2008).…”

Section: Objetivosunclassified

“…Além disso, demonstraram melhor desempenho em questões sociais, comunicação adequada, maior compreensão e capacidade de intervenção no aspecto psicossocial do adoecimento, bem como trabalho relacionados à promoção de saúde, o que reforça um aspecto relevante de formação de profissionais humanizados (CARÁCIO et al, 2014;GOMES et al, 2009).…”

Section: Objetivosunclassified

“…Segundo Gomes et al (2009) e Albuquerque et al (2010), é útil para o aluno entender o sentido do que se aprende e como, além de aumentar as chances dele tornar aquela experiência efetivamente educativa. Caso contrário, ele não toma o processo de aprendizagem para si, não relaciona com sua vida, entendendo apenas ser algo que precisa temporariamente ser captado e reduzido a um bom êxito junto às provas e professores.…”

Section: ) (E8) () a Partir Do Segundo Ano A Gente Já Começou A unclassified

“…Uma nova informação relaciona-se com algo que a pessoa já sabia, uma estrutura de conhecimento chamada de conceitos subsunçores, já existente na sua estrutura cognitiva. Tais conhecimentos prévios funcionam como âncoras que aumentam as chances de efetivamente gerar processos de aprendizagem duradouros (MOREIRA; MASINI, 1982;GOMES et al, 2009;ALBUQUERQUE et al, 2010).…”

Section: ) (E8) () a Partir Do Segundo Ano A Gente Já Começou A unclassified

“…O cerne está no entendimento de que a nova informação não deve ser incorporada de forma arbitrária, e para que ocorra uma aprendizagem efetiva, busca-se evitar a 'aprendizagem mecânica' (na perspectiva ausubeliana) ou 'concepção bancária' (na perspectiva freireana) (GOMES et al, 2009;ALBUQUERQUE et al, 2010;MOREIRA;MASINI, 1982). Para Paulo Freire (2011aFreire ( , 2011b, a concepção bancária da educação consiste em entender o professor como depositante, aquele que tem o saber, e os alunos são os depositários, os que não sabem, passivos e que devem, de forma disciplinada, arquivar o conhecimento.…”

Section: ) (E8) () a Partir Do Segundo Ano A Gente Já Começou A unclassified

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A formação de profissionais de saúde: um olhar para o eixo da atenção primária à saúde

Veloso¹

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Section: Objetivosunclassified

Section: ) (E8) () a Partir Do Segundo Ano A Gente Já Começou A unclassified

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A formação de profissionais de saúde: um olhar para o eixo da atenção primária à saúde

Veloso¹

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Simulação clínica em comunicação na educação em enfermagem: estudo randomizado sobre a satisfação, confiança e auto percepção de estudantes

Bianchini¹

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Introduction: The Brazilian nursing scene counts predominantly with the categories of nursing technicians and nursing assistants. Taking into consideration its importance in the health care of the person, family and community based on human, ethical and SUS principles, it becomes necessary to qualify health care, which originates from the initial formation of the student. Thus, the use of active methodologies in teaching can favor the learning of students of professional education in nursing; for this reason, we envisage clinical simulation as a teaching strategy that can aid in the formation of the student and collaborate in the development of several cognitive, procedural and attitudinal abilities, among them communication. It is the objective of the study to verify if the clinical simulation in communication collaborates with the training of the nursing professional. Method: randomized mixed study using the control group and intervention group with a sample of 37 participants of the module I (nursing assistant) of a private technical school in the interior of the state of São Paulo. Participants were applied to fill in instruments containing sociodemographic data, the HCAT (Health Communication Assessment Tool) that evaluates health communication and the Student Satisfaction Scale and Self-Confidence in Learning in order to quantitatively verify student's satisfaction and learning using clinical simulation in communication. Subsequently, an interview with the selected participants was carried out, which was recorded for a qualitative analysis using a theoretical reference. Results: The quantitative analysis of the satisfaction scale demonstrated that the students were highly confident and satisfied with their learning, but the results of the communication ability assessment (HCAT) showed that the students were not prepared to communicate adequately. In addition, the statements of interviews when they put the communication applied in the context of technical, repetitive and informational care reinforce the results evidenced by the HCAT. Conclusions: A single scenario of high fidelity clinical simulation did not show significant differences between participants in the control group versus intervention group, which demonstrates that the strategy must obtain greater appreciation and training of teachers to use it and be better implemented in disciplines and throughout the technical nursing course.

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Higienização das viaturas móveis de atendimento pré-hospitalar:intervenção educativa

Suzuki¹

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Discussions on prevention and control of infection Related to Health Care (IRHC) should be unrestricted and expanded to other health care facilities. The literature on infection control is traditionally based on the practice of hospital context, and there is a gap when it comes to prehospital care. In addition to health care professionals, other professionals make up the team, firefighters, police officers and others who have not taken their training specific content to provide them with knowledge about prevention and control of infections in situations with potential risk of contamination by biological fluids, therefore, education is the weapon against the spread of infectious diseases. Objective: To evaluate the effectiveness of an educational intervention using concept maps and compliance indicators for cleaning of mobile cars of Prehospital care from a capital of the midwestern region of Brazil. Method: quantitative study, quasi-experimental, data collection was from July 2014 to January 2015. The study included 34 firefighters Rescue Battalion Emergency (BSE) of the Fire Brigade of the State of Goiás working in basic and advanced life support vehicles. The study was developed in four phases: Development and content validity of compliance indicator for cleaning of vehicles; Conformity assessment of the cleaning of vehicles before training; Educational Intervention and Conformity assessment of the cleaning of vehicles after intervention. A questionnaire was applied before the intervention and 30 days after. Compliance indicators were validated by an 8 experts judge with Content Validity Index (IVC≤ 70%). The evaluation of training effectiveness was taken by McNemar test, being considered p ≤ 0.05. The training of professionals was based on the theory of meaningful learning of David Ausubel and the construction of a conceptual map designed by Joseph Novak. The data show that after the course there was a slight improvement in the number of correct questions, being statistically significant (p = 0.021) and that the course brought a homogenization knowledge given to reducing the standard deviation. Results: Of the 71 indicators of compliance, 26 were excluded, totaling 45 indicators.The pre-intervention assessment, only one (2.9%) rescuer knew cleaning definition, four (11.8%) knew the concept of disinfection, 14 (41.2%) knew the importance of sanitize the vehicle and the use of PPE. After intervention a total of three (8.8%) firefighters knew conceptualize cleanliness, five (14.7%), disinfection, on the importance of cleaning and disinfection 16 (47.1%) and of the importance of the use of PPE were 15 (44.1%). The observation of the cleaning procedure improved regarding these parameters drying after washing (p=0,004) and disinfection of the vehicle (p=0,002) Conclusion: The educational intervention using an active methodology and the construction of conceptual maps was not fully effective. The observation of the vehicles cleaning procedures remained the same pattern, except for drying and disinfecting res...

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A Educação Médica entre mapas e âncoras: a aprendizagem significativa de David Ausubel, em busca da Arca Perdida

Cited by 52 publications

References 6 publications

A formação de profissionais de saúde: um olhar para o eixo da atenção primária à saúde

A formação de profissionais de saúde: um olhar para o eixo da atenção primária à saúde

Simulação clínica em comunicação na educação em enfermagem: estudo randomizado sobre a satisfação, confiança e auto percepção de estudantes

Higienização das viaturas móveis de atendimento pré-hospitalar:intervenção educativa

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