Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional
Introduction: the training of health professionals has been widely discussed, to change from the traditional biomedical model to one aimed at comprehensive care and multidisciplinarity. In this sense, there are the Residency Programs, in which most of the teaching-learning process is carried out...
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| Formato: | Dissertação |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31775 |
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| Resumo: | Introduction: the training of health professionals has been widely discussed, to
change from the traditional biomedical model to one aimed at comprehensive
care and multidisciplinarity. In this sense, there are the Residency Programs, in
which most of the teaching-learning process is carried out by the preceptor, who
plays an essential role in the training of residents. Many preceptors have
difficulties in participating in this process, still using the traditional model. The
implementation of active teaching methodologies would be essential to train
professionals better prepared to contribute to the needs of the Unified Health
System. Objective: to propose a semi-presential course on Active
Methodologies of Health Teaching for preceptors of the Multiprofessional
Residency in Neonatal Intensivism. Method: methodological research to
develop a course proposal, with prospective mixed data collection, carried out in
three stages. In the first, a descriptive study was carried out to characterize the
preceptors and identify the gaps in the preceptorship. In the second, a Scoping
Review, guided by the question “How the active methodoligies of teaching have
been used by preceptors in Multiprofessional Health Residencies?”. And, in the
third, the construction of the course proposal, which had the ADDIE model as a
methodological framework and, as a pedagogical framework, hybrid teaching.
Results and discussion: the study made it possible to know the
characterization of the preceptors of a Multiprofessional Residence, their
formation and pedagogical experience, in addition to the knowledge and use of
active methodologies of teaching. The profile of the preceptors is not of recent
graduates, they have professional experience that demonstrates extensive
knowledge in their specific area of expertise. The training of preceptors is more
focused on their clinical specialty than on teaching. The majority started the
preceptorship suddenly, without receiving training. The transformation of the
health professional into a preceptor without prior pedagogical training is not
adequate, because it needs to include in their activities the supervision and
guidance of residents, needing knowledge that promotes new teaching-learning
strategies. Many preceptors do not know and do not use active methodologies
of teaching, performing preceptorship in an empirical way, without relying on a
method that helps in the appropriate teaching-learning process. Some
weaknesses in the preceptorship were noticed, such as the lack of time, training
and specific course for the preceptor. In the Scoping Review, upward
production was observed in the area of health education, probably due to the
recent concern with the use of active methodologies. Regarding the use of
these methodologies, the Inverted Tent and the Unique Therapeutic Project
stood out. Some of the potentialities highlighted were the favor of
interprofessional care and significant learning. While some challenges: difficulty
to overcome the traditional teaching logic and pedagogical unpreparedness of
the preceptor. A semi-presential course proposal was then drawn up on active
methodologies of teaching aimed at the preceptors of the Multiprofessional
Residency in Neonatal Intensivism to support the appropriate pedagogical
practice that promotes critical-reflective training for residents. The course will
address what they are, how and when to use active methodologies; the types of
methodologies with their possibilities and specificities of use; and feedback to
the resident. Conclusion: the course proposal provides an opportunity to
consolidate the use of active methodologies of teaching in the residency, qualify the preceptors and make up for shortages in the preceptorship activities, consequently, to improve the teaching-learning process in the residency, train more qualified and competent professionals adequate to work in SUS. |
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