Autonomia e Vulnerabilidade do Sujeito da Pesquisa

Tengan, Cristiana; Venâncio, Paulo; Marcondes, Fernanda Klein; Rosalen, Pedro Luis

doi:10.11606/issn.2316-9044.v6i1-3p25-37

Cited by 9 publications

(10 citation statements)

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“…All the procedures performed were part of the discipline, so all the students participated. To ensure autonomy and reduce any vulnerability of the students in deciding to participate in the study (67), the students were requested to authorize the use of the research data after divulgation of the grades for the cardiovascular system topic. The invitation to participate in the research was made outside of class hours, at a specific time, by a postgraduate student.…”

Section: Methodsmentioning

confidence: 99%

Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Cardozo

Azevedo

Carvalho

et al. 2020

Advances in Physiology Education

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The aim of this study was to evaluate the effect of an active methodology combined with a lecture on undergraduate student learning and levels of stress and anxiety. The active learning methodology consisted of a lecture of 50-min duration, study at home with a textbook, an educational game activity, and three formative assessments on the topic of the cardiac cycle. In a following class, the students provided saliva samples to evaluate their levels of stress, received an anxiety test, and then undertook an exam to assess their understanding of the cardiac cycle. The traditional teaching methodology consisted of two lectures (∼2-h duration) on blood pressure control systems, delivered orally. In the third class, the students provided saliva samples, received an anxiety test, and then undertook an exam to assess their understanding of blood pressure control systems. The level of stress was assessed with the concentrations of the stress biomarkers cortisol and alpha-amylase in saliva. Anxiety was assessed with the State-Trait Anxiety Inventory (STAI) questionnaire. The students achieved significantly higher average scores in exams when the active learning strategy was applied compared with the use of traditional theoretical classes. The active methodology resulted in significantly lower levels of stress and anxiety, as well as improved student performance, compared with the use of traditional lectures.

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Section: Methodsmentioning

confidence: 99%

Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Cardozo

Azevedo

Carvalho

et al. 2020

Advances in Physiology Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…At the end of the semester, after receiving their final scores, the students were informed of the study and were invited to participate, authorizing the use of their responses in the assessment exercise, the theoretical test, and the question concerning their perception of the game. This was performed to minimize vulnerability of the participants and ensure their autonomy (44), since they were students of the researcher responsible for this study.…”

Section: Ethical Approvalmentioning

confidence: 99%

Effect of an educational game on university students’ learning about action potentials

Luchi

Montrezor

Marcondes

2017

Advances in Physiology Education

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The aim of this study was to evaluate the effect of an educational game that is used for teaching the mechanisms of the action potentials in cell membranes. The game was composed of pieces representing the intracellular and extracellular environments, ions, ion channels, and the Na-K-ATPase pump. During the game activity, the students arranged the pieces to demonstrate how the ions move through the membrane in a resting state and during an action potential, linking the ion movement with a graph of the action potential. To test the effect of the game activity on student understanding, first-year dental students were given the game to play at different times in a series of classes teaching resting membrane potential and action potentials. In all experiments, students who played the game performed better in assessments. According to 98% of the students, the game supported the learning process. The data confirm the students' perception, indicating that the educational game improved their understanding about action potentials.

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“…Pode manifestar-se entre indivíduos, entre diferentes grupos, culturas ou etnias minoritárias em relação a um grupo mais amplo ou mesmo entre países. São exemplos de grupos vulneráveis mulheres, grávidas ou não, crianças, prisioneiros, refugiados, pessoas pobres e minorias étnicas (Tegan et al 2005). Ayres et al (2003) apontam para algumas indagações que ajudam a refletir sobre esse conceito: vulnerabilidade de quem?…”

Section: Expressões Da Vulnerabi-lidadeunclassified

Ética na pesquisa antropológica: a vulnerabilidade dos participantes com transtornos mentais

Zell

Silva

2018

Amazônica

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O histórico da regulamentação da ética em pesquisa nos Estados Unidos e no Brasil permite refletir sobre as diretrizes internacionais e nacionais e, particularmente, o Sistema CEP/Conep brasileiro. Embora os sistemas de revisão ética vigentes tenham relegado as contribuições das Ciências Humanas e Sociais, esse campo do conhecimento traz uma reflexão pertinente sobre o processo de obtenção do consentimento livre e esclarecido e as expressões da vulnerabilidade de participantes de pesquisas científicas. O exemplo das pessoas com transtornos mentais partícipes de estudos, ao remeter para as relações de poder existentes entre os ditos loucos e normais, bem como entre as pesquisas biomédica e social, possibilita aprofundar as concepções trazidas por regulamentações metadisciplinares e atentar para especificidades sócio-econômico-históricas de pessoas e/ou grupos de pessoas pertencentes a contextos diversos. O desafio está na busca de consensos na arena científica para que, assim, o debate sobre os cuidados éticos na pesquisa possa tropegamente avançar

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Autonomia e Vulnerabilidade do Sujeito da Pesquisa

Cited by 9 publications

References 0 publications

Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Effect of an active learning methodology combined with formative assessments on performance, test anxiety, and stress of university students

Effect of an educational game on university students’ learning about action potentials

Ética na pesquisa antropológica: a vulnerabilidade dos participantes com transtornos mentais

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