Ensino-Aprendizagem da Metodologia de Pesquisa Qualitativa em Medicina

Taquette, Stella Regina; Minayo, Maria Cecí­lia de Souza

doi:10.1590/1981-52712015v39n1e02112014

Cited by 7 publications

(5 citation statements)

References 22 publications

(13 reference statements)

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“…This is a cross-sectional, descriptive and analytical study with a mixed (qualitative and quantitative) approach 9 - 10 . Data were collected through the application of a questionnaire to deaf adults of the National Institute of Education of the Deaf (INES), located in Laranjeiras, Rio de Janeiro, and that assists students from Early Childhood Education to Higher Education.…”

Section: Methodsmentioning

confidence: 99%

Perceptions of deaf subjects about communication in Primary Health Care

Santos

Portes

2019

Rev. Latino-Am. Enfermagem

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Objective: to analyze the perceptions of deaf individuals about the communication process with health professionals of the state of Rio de Janeiro. Methods: cross-sectional observational study. Data were collected through the application of a questionnaire with quantitative and qualitative questions to 121 deaf adults. Objective responses were studied descriptively through frequency tables and analyzed by inferential statistics and logistic regression. The data from the open questions were analyzed through content analysis. Results: the lack of interpreters and the lack of use of the Brazilian Sign Language by professionals were perceived as the main communication barriers. In turn, the presence of companions who are listeners (73%) and the use of mime/gestures (68%) were among the strategies most used by the deaf. The majority of deaf people reported insecurity in consultations, and those who best understood their diagnosis and treatment were the bilingual deaf (p = 0.0347) and the deaf who used oral communication (p = 0.0056). Conclusion: communication with the professionals was facilitated when the deaf people had a companion or when they used mimics and gestures. Sign language was neglected, despite the fact that the provision of care to the deaf by professionals trained to use this language is guaranteed in the legislation.

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Section: Methodsmentioning

confidence: 99%

Perceptions of deaf subjects about communication in Primary Health Care

Santos

Portes

2019

Rev. Latino-Am. Enfermagem

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“…The transcribed material, approved by the interviewees, was read and re-read to understand the most significant content and to categorize it. 19,20 .…”

Section: Methodsmentioning

confidence: 99%

Avaliação da Reforma Curricular de um Curso de Medicina na Perspectiva dos Docentes

Pavan

Senger

Marques

2019

Rev. bras. educ. med.

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In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

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“…41 The main reason for choosing FGs was to gather detailed information on the theme from a group of participants. 42,43 In order to comprehend the participants' experience, the following 3 FGs were formed: one with 13 former students (FG-S); one with 8 former students who had also gone on to become TAs (FG-TA); and one with 9 health professionals who had taken the class when they were students (FG-HP).…”

Section: Settingmentioning

confidence: 99%

Communication in healthcare: experience of students and professionals from teaching- learning to practice in health

2023

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Objectives: This study aimed to understand the teachinglearning experience in the Communication in Healthcare class among students, teaching assistants, and health professionals, as well as its applications to professional practice. Methods: This is a qualitative study with a theoretical approach based on Gadamer's Philosophical Hermeneutics and a methodological framework based on Minayo and Bardin's thematic content analysis. Communication in Healthcare is an elective multiprofessional class, which lasts one semester and is offered regularly. All former students (n = 368) were invited to participate by email, and 30 participated in these focus groups (13 students, 8 teaching assistants, and 9 health professionals). The online focus groups took place on an online platform, and they were video-recorded and subsequently transcribed. Through cross-sectional and vertical analysis, the main themes were identified. Results: The Communication in Healthcare class was an important step for personal, professional, and interprofessional formation and development of communication competence. The following dominant themes were identified: 1) motivation for signing up, 2) prior expectations, 3) meaning of the experience and shaping moments, 4) how the teaching-learning experience was retained and what was retained, 5) repercussions in relation to self, others, and professional life, and 6) reflections about the curriculum, interprofessional dialogue, and formation. Conclusions: The teaching-learning experience was important for the formation of communicational competence. This research contributes to medical education and opens teaching-learning paths for communication skills, empathy, dialogue, and interprofessionalism. Future studies with a philosophical hermeneutic framework and online focus groups are indicated for the comprehension of educational interventions in health.

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Ensino-Aprendizagem da Metodologia de Pesquisa Qualitativa em Medicina

Abstract: II PALAVRAS-CHAVE

Cited by 7 publications

References 22 publications

Perceptions of deaf subjects about communication in Primary Health Care

Perceptions of deaf subjects about communication in Primary Health Care

Avaliação da Reforma Curricular de um Curso de Medicina na Perspectiva dos Docentes

Communication in healthcare: experience of students and professionals from teaching- learning to practice in health

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