Avaliação formativa no internato de medicina
Introduction: Formative assessment is an active process in professional training, as it involves the appropriation of knowledge, attributing meaning. Objective: To understand the formative evaluation process in the internship of the graduation course in medicine at the Federal University of Rio G...
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Educação médica Avaliação educacional Internato médico CNPQ::CIENCIAS DA SAUDE |
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Educação médica Avaliação educacional Internato médico CNPQ::CIENCIAS DA SAUDE Silva, Lidianny Michelle da Avaliação formativa no internato de medicina |
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Introduction: Formative assessment is an active process in professional training, as it
involves the appropriation of knowledge, attributing meaning. Objective: To
understand the formative evaluation process in the internship of the graduation
course in medicine at the Federal University of Rio Grande do Norte. Method: This is
an observational research with a quantitative approach. A questionnaire was applied
to teachers and another to students, from June to December 2021, with open and
closed questions about the use of formative evaluation. Results: A digital narrative
containing a checklist on formative assessment was designed, as a product of the
master's degree, to guide faculty and students on its use. 27 professors and 79
students participated in the research. Teachers and students have different
perceptions about carrying out formative assessment, objectives, methods and
instruments used. Teachers have a more positive perception of their students, 51.9%
of them attribute a high score (8-10) to the use of formative assessment, while a lot is
attributed to 41.7% of 5th year students and 35.5 % of 6th grade students. Likewise
in relation to defining the learning objectives, where 70.4% of the teachers attributed
a lot, while only 25% and 16.1% respectively of the 5th and 6th year recognize that
they are presented to these. Professors and students also have different perceptions
in relation to feedback and the use of ICTs in formative assessment, because while
70.4% attributed a lot to the feedback, only 27.1% and 16.1% of the 5th and 6th
interns, respectively, scored highly for feedback. The use of ICTs was perceived as
reasonable (3-7) by 44.4% of the professors and very much by most students.
Discussion of cases was the method most recognized by both. Conclusion:
Knowledge about the development path of formative assessment in medical
internship makes it possible to improve the process and build new projects. Teachers
and students identified opportunities for improvement, which demand teacher
development. |
| author2 |
Freitas, Marise Reis de |
| author_facet |
Freitas, Marise Reis de Silva, Lidianny Michelle da |
| format |
masterThesis |
| author |
Silva, Lidianny Michelle da |
| author_sort |
Silva, Lidianny Michelle da |
| title |
Avaliação formativa no internato de medicina |
| title_short |
Avaliação formativa no internato de medicina |
| title_full |
Avaliação formativa no internato de medicina |
| title_fullStr |
Avaliação formativa no internato de medicina |
| title_full_unstemmed |
Avaliação formativa no internato de medicina |
| title_sort |
avaliação formativa no internato de medicina |
| publisher |
Universidade Federal do Rio Grande do Norte |
| publishDate |
2023 |
| url |
https://repositorio.ufrn.br/handle/123456789/53128 |
| work_keys_str_mv |
AT silvalidiannymichelleda avaliacaoformativanointernatodemedicina |
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1773964345137430528 |
| spelling |
ri-123456789-531282023-07-07T00:19:20Z Avaliação formativa no internato de medicina Silva, Lidianny Michelle da Freitas, Marise Reis de http://lattes.cnpq.br/7115052754366826 http://lattes.cnpq.br/9028554205811163 Medeiros, Paulo José de http://lattes.cnpq.br/4442982996337554 Aleluia, Ieda Maria Barbosa Educação médica Avaliação educacional Internato médico CNPQ::CIENCIAS DA SAUDE Introduction: Formative assessment is an active process in professional training, as it involves the appropriation of knowledge, attributing meaning. Objective: To understand the formative evaluation process in the internship of the graduation course in medicine at the Federal University of Rio Grande do Norte. Method: This is an observational research with a quantitative approach. A questionnaire was applied to teachers and another to students, from June to December 2021, with open and closed questions about the use of formative evaluation. Results: A digital narrative containing a checklist on formative assessment was designed, as a product of the master's degree, to guide faculty and students on its use. 27 professors and 79 students participated in the research. Teachers and students have different perceptions about carrying out formative assessment, objectives, methods and instruments used. Teachers have a more positive perception of their students, 51.9% of them attribute a high score (8-10) to the use of formative assessment, while a lot is attributed to 41.7% of 5th year students and 35.5 % of 6th grade students. Likewise in relation to defining the learning objectives, where 70.4% of the teachers attributed a lot, while only 25% and 16.1% respectively of the 5th and 6th year recognize that they are presented to these. Professors and students also have different perceptions in relation to feedback and the use of ICTs in formative assessment, because while 70.4% attributed a lot to the feedback, only 27.1% and 16.1% of the 5th and 6th interns, respectively, scored highly for feedback. The use of ICTs was perceived as reasonable (3-7) by 44.4% of the professors and very much by most students. Discussion of cases was the method most recognized by both. Conclusion: Knowledge about the development path of formative assessment in medical internship makes it possible to improve the process and build new projects. Teachers and students identified opportunities for improvement, which demand teacher development. Introdução: A avaliação formativa é um processo ativo na formação do profissional, na medida em que envolve a apropriação do conhecimento, atribuindo significado. Objetivo: Compreender o processo de avaliação formativa no internato do curso de graduação em medicina da Universidade Federal do Rio Grande do Norte. Método: Trata-se de uma pesquisa observacional, com abordagem quantitativa. Foi aplicado um questionário para os docentes e outro para os discentes, no período de junho a dezembro de 2021 com questões abertas e fechadas sobre o uso da avaliação formativa. Resultados: Uma narrativa digital contendo um checklist sobre avaliação formativa foi desenhada, como produto do mestrado, para orientar o corpo docente e discente sobre o uso desta. Participaram da pesquisa 27 docentes e 79 discentes. Docentes e discentes têm percepções diferentes sobre a realização da avaliação formativa, objetivos, métodos e instrumentos utilizados. Os docentes têm uma percepção mais positiva que seus alunos, 51,9% deles atribuem pontuação muito (8-10) para o uso de avaliação formativa, enquanto o muito é atribuído para 41,7% dos discentes do 5º ano e 35,5% dos discentes do 6º ano. Da mesma forma em relação a definir os objetivos de aprendizagem, onde 70,4% dos docentes atribuíram muito, enquanto apenas 25% e 16,1% respectivamente do 5º e 6º ano reconhecem que são apresentados a estes. Docentes e discentes também têm percepções diferentes em relação ao feedback e uso de TICs na avaliação formativa, pois enquanto 70,4% atribuíram muito para realização do feedback, apenas 27,1% e 16,1% dos internos do 5º e 6º respectivamente, pontuaram muito para o feedback. Já o uso de TICs foi percebido como razoável (3-7) por 44,4% dos docentes e muito pela maioria dos discentes. Discussão de casos foi o método mais reconhecido por ambos. Conclusão: O conhecimento sobre o caminho desenvolvido da avaliação formativa no internato de medicina possibilita aprimorar o processo e construir novos projetos. Docentes e discentes identificaram oportunidades de melhoria, a qual demanda desenvolvimento docente. 2023-07-07T00:18:39Z 2023-07-07T00:18:39Z 2023-02-14 masterThesis SILVA, Lidianny Michelle da. Avaliação formativa no internato de medicina. Orientador: Marise Reis de Freitas. 2023. 57f. Dissertação (Mestrado Profissional em Ensino na Saúde) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2023. https://repositorio.ufrn.br/handle/123456789/53128 pt_BR Acesso Aberto application/pdf Universidade Federal do Rio Grande do Norte Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM ENSINO NA SAÚDE |