Percepção de Discentes de Medicina sobre o Feedback no Ambiente de Aprendizagem

Pricinote, Silvia Cristina Marques Nunes; Pereira, Eric

doi:10.1590/1981-52712015v40n3e00422014

Cited by 9 publications

(16 citation statements)

References 30 publications

(37 reference statements)

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“…Hence, the current findings cannot be generalised to other activities, such as laboratory work. Thirdly, it has not been possible to evaluate the role of feedback in student motivation 13,18,38 by virtue of this tool not being implemented in the FPS group tutorial activities during the data collection period. Fourthly, the nature of the type of study chosen, cross-sectional research, which does not allow causal inferences to be made, which may be resolved by longitudinal studies capable of examining the direction of the effects.…”

Section: Discussionmentioning

confidence: 99%

Intrinsic Motivation of Medical Students from a College with Active Methodology in Brazil: a Cross-Sectional Study

Azevedo

Caminha

Andrade

et al. 2019

Rev. bras. educ. med.

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A cross-sectional study based on the Self Determination Theory to identify intrinsic motivation in the tutorial group scenario, and its associated factors in 276 medical students from a college in the Northeast of Brazil between October and December 2016. The Intrinsic Motivation Inventory was utilized following its adaptation and cross-cultural translation. Variables studied: age, gender, marital status, financial dependents, number of attempts at the university entrance exam for the medical course, current semester of study, previous undergraduate training, living with parents, choice of course by parental influence or pressure. Uni and multivariate Poisson analysis were carried out to assess the factors associated with intrinsic motivation; p <0.05 was considered as the significance level for statistical purposes. Average motivation score was 3.8, which indicates motivation. In 2 nd , 6 th and 10 th semester medicine students, the final model maintained as the variable associated with intrinsic motivation those who attempted the medical school entrance exam once or twice compared to those who had had three or more attempts (PR = 0.88, 95% CI (0.79-0.97), p = 0.011). In the analyses assessed by semester, in the second semester, students who had prior undergraduate training before medical school compared to those who had not was the remaining variable (PR = 0.92, 95% IC (0.87-0.97), p = 0.005). In the sixth semester, no statistically significant difference was found, and in the tenth semester the variable of those who attempted the medical school entrance exam once or twice remained (PR = 0.65, 95% IC (0.47-0.88), p = 0.006). The students seemed to be motivated in the group tutorial activity. The fewer number of medical school entry exam attempts and having previous undergraduate training were variables that showed association with intrinsic motivation.

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Section: Discussionmentioning

confidence: 99%

Intrinsic Motivation of Medical Students from a College with Active Methodology in Brazil: a Cross-Sectional Study

Azevedo

Caminha

Andrade

et al. 2019

Rev. bras. educ. med.

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“…Thus, professors can identify how far, or near, the learner is from the desired goals and, in this way, can change or tailor the route to aid in the growth of their student. This tool also has the potential to boost the development of reflective and self-evaluative ability because, upon receiving feedback, the student must judge about his/her own performance and discover how to incorporate suggested new practices to improve it in the future (3)(4) .…”

Section: Introductionmentioning

confidence: 99%

Assessment of feedback for the teaching of nursing practice

2019

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Objective: to analyze the self-reported knowledge of professors in the use of feedback in the teaching of nursing practice; train professors to use this process; and evaluate the results of this training. Method: a qualitative study of research-action type. The focus group technique was used with seven collaborators of a nursing technical school. For content analysis, the Bardin framework was used and, for intervention, the Problematization Methodology supported by Pendleton’s Rules. Results: most present in their curricula training to teach. It is pointed out that feedback is a simple and essential assessment tool, although universal discourse does not express the exact dimension of feedback potentialities. The intervention was effective to solidify feedback. Final Consideration: this study shows that feedback should be disseminated and consolidated among the teaching staff of nursing technical education.

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“…Estas reações devem ser identificadas e discutidas, de forma respeitosa e empática, sendo esperado que o tutor tenha alguma habilidade no gerenciamento de conflitos 24 . A exposição das dificuldades constatadas sempre deve vir acompanhada de sugestões de como superá-las 25 , que devem ser intencionais, significativas e compatíveis com o grau de compreensão dos alunos 23 . A elaboração do plano de ação deve ser realizada em conjunto com o aluno, e vai depender de seu grau de desenvolvimento.…”

Section: -53unclassified

“…De fato, Baik et al 28 constataram que quase metade dos estudantes universitários da Austrália estão menos satisfeitos com a avaliação e o feedback de que com qualquer outro aspecto de seus cursos. Porém, esta falta de aceitação não ocorre porque os alunos não a consideram importante, mas porque sua prática ainda não tem a qualidade desejada 25 . Outro aspecto que contribui para sua pouca aceitação é a influência negativa exercida pela cultura da avaliação somativa, onde o principal objetivo é ser aprovado, mais do que aprender, o que desperta o medo do fracasso e da punição potencial, e os leva a evitar o feedback 28 .…”

Section: -53unclassified

Avaliação Formativa Sob a Ótica Do Tutor

Portella¹,

Sabathe²,

Iwasaka-Neder³

et al. 2017

Interdiscip. J. Health Educ.

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IJHE -Interdisciplinary Journal of Health Education. Este é um artigo publicado em acesso aberto (Open Access) sob a licença Creative Commons Attribution Non-Commercial, que permite uso, distribuição e reprodução em qualquer meio, sem restrições desde que sem fins comerciais e que o trabalho original seja corretamente citado. Avaliação formativa sob a ótica do tutor RESUMOObjetivo: Analisar o processo de avaliação formativa do estudante de medicina, realizado pelo docente, nas sessões tutoriais, em duas Instituições de Ensino Superior. Métodos: Pesquisa quantitativa, analítica e transversal. Trinta e cinco tutores participaram da pesquisa realizada em duas Instituições de Ensino Superior. A coleta de dados foi realizada por meio da aplicação de questionário com questões objetivas. Resultados: A maioria dos tutores acredita no potencial da avaliação formativa. Julga alcançar seus objetivos (identificar as dificuldades -91,4%; apresentar as dificuldades -77,1%; sugerir estratégias para superação de dificuldades -71,4%; avaliar de forma contínua e progressiva -94,2%), contribuindo com o desenvolvimento do aluno (88,5%) e procura manter-se atualizada, participando de capacitações (97,1%) e trocando experiências com os colegas (97,1%). Consideram-se capacitados (60%) ou apenas parcialmente capacitados (40%), tendo dúvidas quanto a sua subjetividade (62,8%), imparcialidade (42,8%), coerência (40%) e quanto à efetividade do processo (22,8%). Muitos tutores (54,2%) acreditam que os alunos não compreendem/aceitam totalmente a avaliação formativa. Conclusão: A maioria dos tutores acredita no potencial da avaliação formativa, porém, ainda há muitos desafios a serem superados, o que os leva a nem sempre sentirem-se seguros ao dar o feedback. Esta pesquisa contribui com a superação destes desafios, ao possibilitar uma maior compreensão dos fatores dificultadores e apontar novos rumos a serem seguidos. Pesquisas que avaliem as dificuldades dos alunos neste processo são necessárias à definição de estratégias mais abrangentes. PALAVRAS-CHAVE ABSTRACTObjective: To analyze the process of formative evaluation of the medicine student, conducted by the teacher, in the tutorial sessions, in two Institutions of Higher Education. Methods: Quantitative, analytical and cross-sectional research. Thirty-five tutors participated in the research conducted in two Higher Education Institutions. The data collection was performed through the application of a questionnaire with objective questions. Results: It was observed that the majority believes in the potential of formative evaluation. (to identify difficulties -91.4%, to present the difficulties -77.1%, to suggest strategies for overcoming difficulties -71.4%, to evaluate continually and progressively -94.2%), contributing to student development (88.5%) and seeking to keep updated by participating in trainings (97.1%) and exchanging experiences with colleagues (97.1%). They are considered to be trained (60%) or only partially qualified (40%), having doubts about their subjectivity (62.8%)...

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Percepção de Discentes de Medicina sobre o Feedback no Ambiente de Aprendizagem

Cited by 9 publications

References 30 publications

Intrinsic Motivation of Medical Students from a College with Active Methodology in Brazil: a Cross-Sectional Study

Intrinsic Motivation of Medical Students from a College with Active Methodology in Brazil: a Cross-Sectional Study

Assessment of feedback for the teaching of nursing practice

Avaliação Formativa Sob a Ótica Do Tutor

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