Perception about the Medical Internship at Federal University of Rio de Janeiro by the Service’s Preceptors in Primary Health Care: a Case Study

Oliveira, Salesia Felipe de; Cunha, Antônio José Lêdo Alves da; Trajman, Anete; Teixeira, Clotilde; Gomes, Maria Kátia; Halfoun, Vera

doi:10.1590/1981-52712015v41n2rb20160031

Cited by 6 publications

(7 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The professional's expertise is important, but not sufficient for training students. Investment in education and continuous training of these professionals as facilitators of knowledge for young undergraduate students are also important factors 4,20,22 .…”

Section: Discussionmentioning

confidence: 99%

“…It is important to remember that the patient is the primary focus of medicine and other areas of health, so learning and teaching to listen to and individualize the patient during consultations contributes to a humane training of undergraduate students, regardless of the type of assessment used 8,11 . Patients are also important feedback tools for the preceptor and the student, as their degree of satisfaction is associated with the development of abilities and skills by the students, which, in turn, mirrors the practices of their preceptors 20 .…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Leitão

Vianna

Delmiro

et al. 2021

Rev. Med. (São Paulo)

View full text Add to dashboard Cite

Introdução: Diante da demanda para a elaboração de estratégias de ensino adaptadas para realidade atual, o conhecimento sobre metodologias ativas de ensino-aprendizagem tem grande valor, para a educação médica. Há diversos tipos de metodologias ativas e aquelas baseadas em casos-problema tem sido implementadas na graduação médica de forma mais precoce; apesar de ser parte integrante e necessária do currículo das instituições de ensino médico, não há consenso sobre sua forma de orientação, aplicabilidade e avaliação. Propõe-se revisar a literatura sobre as metodologias de ensino-aprendizagem em ambientes reais, conhecendo seus benefícios e a aplicações. Materiais e Métodos: O presente estudo trata-se de uma revisão integrativa da literatura na qual foram incluídos 23 artigos e 1 capítulo de livro entre os anos 1992 e 2018, em língua portuguesa e inglesa, sendo exploradas as bases de dados PubMed, SciELO, Lilacs e Periódicos CAPES. Discussão: Os métodos propostos para orientação, avaliação e feedback são variados, adaptáveis e estão em constante modificação. “Preceptor em um minuto”, “O momento em cinco minutos” e “Método SNAPPS” são diferentes maneiras de discussão nesses cenários a fim de facilitar o processo de interação estudante-paciente-preceptor. Estratégias de aprendizagem em ambientes reais apresentam benefícios em relação ao aprendizado de conteúdos teóricos estritos, pois coloca o aluno em ambiente de atuação verídico e estimula a elaboração de raciocínio diagnóstico sistematizado, que exige a recuperação de conhecimentos prévios. Acredita-se que o profissional que seja formado com essas metodologias ativas terá um perfil de autonomia, autodidatismo e atitude profissional proativa e com base científica. Conclusão: Não há “regra prática” para inserção das metodologias ativas no currículo das universidades, seu uso deve ser adaptado à realidade e ao perfil de cada instituição. Ressalta-se que o professor/preceptor deve refletir sobre seus métodos de ensino, buscando entender sua metodologia e ressignificar a sua atuação, estimulando a busca de tarefas mais ativas e eficientes.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Leitão

Vianna

Delmiro

et al. 2021

Rev. Med. (São Paulo)

View full text Add to dashboard Cite

show abstract

“…His duty is to assist students in developing their clinical skills and assess them during their training period. Also, the role of a tutor is to guide, facilitate the student's teaching-learning process in order to guide their professional practice (27) .…”

Section: Discussionmentioning

confidence: 99%

Latino Students Patient Safety Questionnaire: cross-cultural adaptation for Brazilian nursing and medical students

et al. 2020

View full text Add to dashboard Cite

Objectives: to perform a cross-cultural adaptation of the Latino Student Patient Safety Questionnaire for Brazilian Nursing and Medical students. Methods: methodological study carried out in six stages — forward translation, synthesis, back-translation, expert committee assessment, pre-test and reporting to the authors of the original instrument. Data at the expert committee and pre-test stages were collected and analyzed using the web platform e-Surv. The level of agreement adopted for the expert committee evaluation with 20 participants and the pre-test evaluation with 38 students was ≥ 90%. Results: the first evaluation round by the expert committee showed a <90% agreement for 21 out of the 26 questionnaire items, requiring adjustments. In the pre-test, three items in the instrument reached a <90% agreement and were revised to obtain the final version. Conclusions: the Brazilian version of the Latino Student Patient Safety Questionnaire instrument was considered culturally adapted to Brazilian Portuguese.

show abstract

“…The preceptor is referred to as a health service professional, who accompanies the apprentice, and has an essential role in the insertion of the student or resident in professional practice and in their training process (Oliveira et al, 2017).…”

Section: Preceptorship In Teaching Beyond the Universitymentioning

confidence: 99%

“…It is also important that, in the role of preceptor, the health worker does not lose sight of his clinical care function already assigned, being necessary to articulate between the population demand and the training demands, in context with the work bureaucracy. One of the ways to facilitate flexibility between preceptors and the entire teaching-management network, in addition to a continuous improvement of work, is the application of the National Policy for Permanent Education in Health (NPPEH) (Oliveira et al, 2017). This corroborates the objectives of Permanent Education in Health (PEH), as both the objectives and the methodology aim to comply with and implement the prin-ciples of the constitutional SUS, prioritizing integrality and strengthening social control (Lemos, 2016).…”

Section: Preceptorship In Teaching Beyond the Universitymentioning

confidence: 99%

Experience Report: The Challenges of Teaching beyond the University

Souza¹,

Senefonte²,

Sousa³

et al. 2020

View full text Add to dashboard Cite

Brazilian medical courses have, since the beginning, been guided by activities in Primary Care of the Unified Health System (SUS), using active learning methodologies. The experience of one of these courses is reported, specifically in the scenario of teaching-service-community integration (TSCI). The overcoming of prejudices with work in SUS, the need for the qualification of preceptors, TSCI planning based on demands and the collective construction of the learning by doing process are discussed as relevant. Many difficulties found in the attempt to articulate education and public service are considered.

show abstract

Perception about the Medical Internship at Federal University of Rio de Janeiro by the Service’s Preceptors in Primary Health Care: a Case Study

Cited by 6 publications

References 5 publications

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Metodologias ativas de ensino em saúde e ambientes reais de prática: uma revisão

Latino Students Patient Safety Questionnaire: cross-cultural adaptation for Brazilian nursing and medical students

Experience Report: The Challenges of Teaching beyond the University

Contact Info

Product

Resources

About