Integração Curricular a partir da Análise de uma Disciplina de um Curso de Medicina

Barboza, Jaqueline Santos; Felício, Helena Maria dos Santos

doi:10.1590/1981-52712015v42n3rb20170129r1

Cited by 3 publications

(1 citation statement)

References 2 publications

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“…In relation to curriculum organization by subjects in a fragmented way, it is noticed that this organization creates in students a simplistic, compartmentalized and static view of the reality of health. Also, it interferes in learning about health-disease processes of individuals from the perspective of integrality (7) . Therefore, compartmentalized and non-articulated content can be considered limiting factors in teaching and learning psychiatric nursing and mental health (8) .…”

Section: Introductionmentioning

confidence: 99%

Labyrinths of nursing training and the Brazilian National Mental Health Policy

Baião

Marcolan

2020

Rev. Bras. Enferm.

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Objective: to analyze the training of nurses from public and private educational institutions of the city of São Paulo from the perspective of the Brazilian Psychiatric Reform. Methods: a qualitative, descriptive-exploratory research, using as methodological framework documentary analysis of the pedagogical projects of the participating institutions and content analysis of the interviews carried out with mental health professors. Results: it was identified that most mental health courses had insufficient workload for adequate training; theory emphasized the study of mental disorders and drug treatment; practice, in some schools, was carried out in psychiatric hospitals. There were problems that interfered with the quality of the education offered. Final considerations: educational institutions still did not offer training in undergraduate nursing from the perspective of the Brazilian Psychiatric Reform.

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Section: Introductionmentioning

confidence: 99%

Labyrinths of nursing training and the Brazilian National Mental Health Policy

Baião

Marcolan

2020

Rev. Bras. Enferm.

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Integração curricular na avaliação formativa em educação médica continuada a distância: uso de atividades integradoras

Wander

Fernandes

Daudt

et al. 2022

Rev. bras. educ. med.

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Resumo: Introdução: O artigo descreve o desenvolvimento e a implementação de atividades integradoras como avaliação formativa de um curso a distância de especialização de preceptoria em medicina de família e comunidade (MFC) e discute como a utilização dessa atividade é capaz de integrar e avaliar diferentes conhecimentos, práticas e o desempenho dos alunos nessa modalidade de ensino. O currículo do curso envolve unidades com módulos em três áreas: MFC, preceptoria e clínica, permitindo que se abordem os temas essenciais para a prática do preceptor da especialidade, que vão além do estudo dos aspectos pedagógicos. Relato da experiência: O aluno era instigado a realizar uma produção textual baseada em problemas contextualizados na preceptoria na atenção primária à saúde, orientada pelo tutor, de forma a refletir criticamente sobre os conteúdos de cada unidade de ensino. Foram utilizadas situações ilustradas no enunciado da atividade, na forma de história em quadrinhos, o que qualificava a interpretação do contexto abordado na atividade e promovia maior aproximação com a realidade vivenciada pelo aluno. A contextualização da atividade e o exercício de se colocar no lugar do preceptor foram considerados pontos positivos pelos tutores. Discussão: A interação aluno-tutor é parte fundamental da atividade, pois permite a construção do conhecimento a partir de uma perspectiva interacionista da educação, que é a base da proposta pedagógica do curso. A atividade permitiu a identificação de lacunas e potencialidades na aprendizagem dos alunos e a realização de intervenções pedagógicas singulares. Conclusão: Esse tipo de atividade garante dimensões importantes do trabalho avaliativo em cursos de longa duração: o caráter processual e interdisciplinar. O modelo de atividade integradora pode ser utilizado em cursos a distância com diferentes disciplinas, com o objetivo de integrá-las, proporcionando uma abordagem mais aprofundada e aproximando os conteúdos educacionais da realidade do aluno.

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Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities

Wander

Fernandes

Daudt

et al. 2022

Rev. bras. educ. med.

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Introduction: The article describes the development and implementation of integrative activities as a formative evaluation of a distance-learning course of preceptorship specialization in Family and Community Medicine and discusses how the use of this activity is capable of integrating and assessing different knowledges, practices and performance of students in this modality of education. The course curriculum involves units with modules in three areas: family and community medicine, preceptorship and clinical practice, allowing the approach of essential topics for the practice of the specialty preceptor, which go beyond the study of pedagogical aspects. Experience report: The student was encouraged to carry out a textual production based on contextualized problems in the Primary Health Care preceptorship, guided by the tutor, aiming to critically reflect on the contents of each teaching unit. Illustrated situations were used in the activity statement, shown in comic strip format, which qualified the interpretation of the context addressed in the activity and promoted greater approximation with the reality experienced by the student. The contextualization of the activity and the exercise of putting oneself in the preceptor’s place were considered positive points by the tutors. Discussion: The student-tutor interaction is a fundamental part of the activity, as it allows the construction of knowledge from an interactionist perspective of education, which is the basis of the pedagogical proposal of the course. The activity allowed the identification of gaps and potentialities in the students’ learning and the implementation of particular pedagogical interventions. Conclusions: This type of activity ensures important dimensions of evaluative work in long-term courses: the procedural and interdisciplinary features. The integrative activity model can be used in distance courses with different disciplines, aiming at integrating them, providing a more in-depth approach and bringing the educational contents closer to the student’s reality.

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Integração Curricular a partir da Análise de uma Disciplina de um Curso de Medicina

Cited by 3 publications

References 2 publications

Labyrinths of nursing training and the Brazilian National Mental Health Policy

Labyrinths of nursing training and the Brazilian National Mental Health Policy

Integração curricular na avaliação formativa em educação médica continuada a distância: uso de atividades integradoras

Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities

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