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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Tecnologia educacional Materiais de ensino Internato não médico Preceptoria |
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Tecnologia educacional Materiais de ensino Internato não médico Preceptoria Fernandes, Sheila Duarte de Mendonça Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
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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. |
| author2 |
Salvador, Petala Tuani Cândido de Oliveira |
| author_facet |
Salvador, Petala Tuani Cândido de Oliveira Fernandes, Sheila Duarte de Mendonça |
| format |
masterThesis |
| author |
Fernandes, Sheila Duarte de Mendonça |
| author_sort |
Fernandes, Sheila Duarte de Mendonça |
| title |
Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
| title_short |
Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
| title_full |
Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
| title_fullStr |
Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
| title_full_unstemmed |
Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
| title_sort |
proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2021 |
| url |
https://repositorio.ufrn.br/handle/123456789/31775 |
| work_keys_str_mv |
AT fernandessheiladuartedemendonca propostadecursosemipresencialsobremetodologiasativasdeensinoparapreceptoresdaresidenciamultiprofissional |
| _version_ |
1773967059318734848 |
| spelling |
ri-123456789-317752021-03-14T08:48:22Z Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional Fernandes, Sheila Duarte de Mendonça Salvador, Petala Tuani Cândido de Oliveira http://lattes.cnpq.br/5748436306567974 http://lattes.cnpq.br/5628089389342234 Araújo, Ana Cristina Pinheiro Fernandes de http://lattes.cnpq.br/7207146627442417 Carvalho, Diana Paula de Souza Rego Pinto http://lattes.cnpq.br/2951051215652422 Silva, Maria de Lourdes Costa da http://lattes.cnpq.br/4062479983995258 Tecnologia educacional Materiais de ensino Internato não médico Preceptoria 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. Introdução: a formação dos profissionais de saúde tem sido amplamente discutida, para modificar do modelo tradicional biomédico para um voltado para a integralidade da assistência e multidisciplinaridade. Nesse sentido, surgem os Programas de Residências, em que a maior parte do processo de ensinoaprendizagem é realizada pelo preceptor, o qual tem papel essencial na formação dos residentes. Muitos preceptores apresentam dificuldades de participar desse processo, utilizando ainda o modelo tradicional. A implementação das metodologias ativas de ensino seria fundamental para formar profissionais mais preparados para contribuir com as necessidades do Sistema Único de Saúde. Objetivo: propor um curso semipresencial sobre Metodologias Ativas de Ensino em Saúde para preceptores da Residência Multiprofissional em Intensivismo Neonatal. Método: pesquisa metodológica de desenvolvimento de uma proposta de um curso, com coleta prospectiva de dados mistos, realizada em três etapas. Na primeira foi realizado um estudo descritivo de caracterização dos preceptores e identificação das lacunas da preceptoria. Na segunda, uma Scoping Review, orientada pela pergunta “Como as metodologias ativas de ensino têm sido utilizadas pelos preceptores nas Residências Multiprofissionais de Saúde?”. E, na terceira, a construção da proposta do curso, que teve como referencial metodológico o modelo ADDIE e, como referencial pedagógico, o ensino híbrido. Resultados e discussão: o estudo possibilitou conhecer a caracterização dos preceptores de uma Residência Multiprofissional, sua formação e experiência pedagógica, além do conhecimento e utilização das metodologias ativas de ensino. O perfil dos preceptores não é de recém-formados, apresentam experiência profissional que demonstra amplo conhecimento na sua área de atuação específica. A formação dos preceptores está mais voltada para a sua especialidade clínica do que para o ensino. A maioria iniciou a preceptoria de forma repentina, sem receber treinamento. A transformação do profissional de saúde em preceptor sem formação pedagógica prévia não é adequada, pois ele precisa incluir nas suas atividades a supervisão e orientação dos residentes, necessitando de conhecimentos que promovam novas estratégias de ensino-aprendizagem. Muitos preceptores não conhecem e não utilizam as metodologias ativas de ensino, realizando a preceptoria de forma empírica, sem se basear em um método que auxilie no processo de ensino-aprendizagem adequado. Algumas fragilidades da preceptoria foram percebidas, tais como a falta de tempo, de formação e de curso específico para preceptor. Na Scoping Review, foi observada produção ascendente na área da educação na saúde, provavelmente pela preocupação recente com o uso de metodologias ativas. Quanto ao uso dessas metodologias, destacaram-se a Tenda Invertida e Projeto Terapêutico Singular. Algumas das potencialidades destacadas foram o favorecimento do cuidado interprofissional e a aprendizagem significativa. Enquanto alguns desafios: dificuldade de superar a lógica tradicional de ensino e despreparo pedagógico do preceptor. Foi, então, elaborada uma proposta de curso semipresencial sobre as metodologias ativas de ensino direcionado aos preceptores da Residência Multiprofissional em Intensivismo Neonatal para apoio à prática pedagógica adequada que promova uma formação críticoreflexiva dos residentes. O curso abordará sobre o que são, como e quando utilizar as metodologias ativas; os tipos de metodologias com suas possibilidades e especificidades do uso; e feedback para o residente. Conclusão: a proposta do curso proporciona uma oportunidade para consolidar o uso das metodologias ativas de ensino na residência, qualificar os preceptores e suprir carência nas atividades da preceptoria, consequentemente, para melhorar o processo de ensino-aprendizagem na residência, formar profissionais mais capacitados e com competências adequadas para atuarem no SUS. 2021-03-09T19:25:34Z 2021-03-09T19:25:34Z 2020-11-18 masterThesis FERNANDES, Sheila Duarte de Mendonça. Proposta de curso semipresencial sobre metodologias ativas de ensino para preceptores da residência multiprofissional. 2020. 86f. Dissertação (Mestrado Profissional em Ensino na Saúde) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2020. https://repositorio.ufrn.br/handle/123456789/31775 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO NA SAÚDE |