Navegando por Palavras-chave "Competency-Based Education"
Agora exibindo 1 - 4 de 4
Resultados por página
Opções de Ordenação
- ItemAcesso aberto (Open Access)Capacitação na atenção à saúde do adolescente: experiência de ensino(Associação Brasileira de Educação Médica, 2010-09-01) Vitalle, Maria Sylvia de Souza [UNIFESP]; Almeida, Regina Guise de; Silva, Flávia Calanca da [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Secretaria Municipal de Saúde de São PauloThis study aimed to assess the operational education received by pediatricians in a training course on Comprehensive Health Care for Adolescents. The course was held at the Department of Adolescent Medicine of UNIFESP and included 10% of the pediatricians working in the São Paulo municipal health system, with theoretical and practical activities, technical visits, intervention/case supervision, and support for updates in the most relevant health conditions in this age bracket. The pediatricians were tested before and after the course with multiple-choice questions and with a open-ended questionairy. Of the 120 pediatricians enrolled, 85 completed the course, 73 (85.8%) of whom were women. They had been working as pediatricians for an average of 18 years. Perceived themselves as more capable of providing better health care, working in multi-professional teams, developing educational activities, diagnosing diseases and risk situations, preventing diseases, discussing cases and strategies with other professionals, and multiplying knowledge. The results suggest that the training model is suitable for providing operational education to professionals already in the job market, althougn requires continuous acquisition of new knowledge and the refinement of previously acquired knowledge.
- ItemSomente MetadadadosCompetências do preceptor enfermeiro: uma análise da percepção de enfermeiros de uma instituição hospitalar privada(Universidade Federal de São Paulo, 2015) Miyazato, Helena Scaranello Araújo; Araújo, Pola Maria Poli de; Rossit, Rosana Aparecida Salvador; http://lattes.cnpq.br/3333865775403342; http://lattes.cnpq.br/2974525500021107; http://lattes.cnpq.br/6360970435537253This study had as objective to analyze, in the perception of nurses, the necessary competences to the preceptory of nurses in a hospital institution. It's a qualitative research, with descriptive and exploratory character. The study was accomplished in a medium-sized hospital in Marilia-SP. The data were collected by a semi-structured interview with the nurses who work on the hospital institution in the nurse function, of both genders, who agreed with the research objective and signed the Free and Informed Consent Term. The interviews were recorded, transcribed and analyzed using the content analysis technique, thematic modality. The study is in consonance with the ethical principles of research and had an authorization granted by the Ethics Committee on Research of the Federal University of São Paulo, by CAAE: 41473814.3.3001.5496 and number of the opinion: 992.076. When the respondents defined 'preceptor', they attributed characteristics instead of defining them. The data show that the preceptor nurses must equip themselves with vast technical and scientific knowledge to prepare to be a formator of other professionals in nursing, however, there's a need for specific capacity to act in education, due to the variety of roles that the teacher must execute: facilitator of students learning, planner of courses, advisor of individuals or groups, producer of educational material, evaluator of learning and model of professional behavior. The nurse preceptor should be an example of professional, responsible, patient and base their actions on respect for the students' individuality, with the finality to promote the articulation between teaching, service and learning. From the analysis and categorization of the interviews, a matrix with competences was built to map the profile of preceptor nurses who work in admission training. The definition of the assignments of nurse preceptor may contribute to the permanent education of the professionals who are in the working world and weren't formed based on the National Curriculum Guidelines, in order to qualify them for the resolutivity of current demands and to the improvement of the quality of care in health. In front of this scenario, the challenge of health institutions is to choose professionals or empower them to exercise preceptory of newly hired nurses, adjusting the nursing assistance to the real needs of users.
- ItemSomente MetadadadosA Implantação Do Currículo Baseado Em Competências Para Medicina De Família E Comunidade: Diagnóstico De Pré-Requisitos, Comissão Curricular E Portfolio De Aquisição De Competências.(Universidade Federal de São Paulo (UNIFESP), 2018-12-27) Hidalgo, Gabriela Alves De Oliveira [UNIFESP]; Goncalves, Daniel Almeida [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)Objective: Implementation Of The Competency-Based Curriculum For Family Practice (Cbc-Mfc) In The Medical Residency Of The Federal University Of São Paulo Using Three Steps: Diagnosis Of Prerequisites In Beginner Residents; Complementation Of The Contents Of Cbc-Mfc Through A Curriculum Committee Employing Consensus Methodology; Theoretical Mapping Of The Portfolio Of Competency Acquisition For Family And Community Medicine (Paco-Mfc). Method: Quantitative Analysis Of Cbc-Mfc Prerequisites In Beginner Residents; Delphi Method As Instrument To Complement The Cbc-Mfc Essential Competencies With Clinical Themes Through A Curriculum Committee; Description Of Paco-Mfc With The Number Of Modules, Grouping Of Competency Areas And Study Topics (Essential Competences Added To The Themes Included By The Curriculum Committee) And Structural Steps That Comprise Each Module. Results: The Prerequisites Diagnosis Show Us That The Group "Theoretical Foundations" Of The Cbc-Mfc Was The Most Fragile, Which Is Composed By The C
- ItemSomente MetadadadosA prova prática de ultrassonografia é uma ferramenta eficiente para avaliação de competências de residentes de Radiologia?(Universidade Federal de São Paulo (UNIFESP), 2020-10-08) Puchnick, Andrea [UNIFESP]; Regacini, Rodrigo [UNIFESP]; Universidade Federal de São PauloPurpose: To evaluate the efficiency and effectiveness of the practical ultrasound test as a competence assessment tool for radiology residents, verifying the learning curve, the knowledge assessment and the instrument applicability by different evaluators. Methods: A longitudinal and observational study evaluated the radiology resident’s performance in a practical ultrasound test. It was adopted as an instrument of competence assessment, a structured and objective test composed of nine items, addressing the routine examination of the upper abdomen and cervical region. Five stations were used, each one them with an ultrasound device, a volunteer “patient” and an evaluator. The adequate and inadequate criteria of each item were discussed before application to homogenize the evaluation. All residents were evaluated on the same day within 15 minutes. One point was assigned to each item considered adequate and half a point to regulate (only in the 1st item). The final sum of the points was transformed into a mean proportional to 10. The means were correlated with the number of procedures performed by residents in their daily routine. Results: The overall mean of R1 was 6.3, R2 was 8.1 and R3 was 8.2. There was a statistically significant difference between R1 means compared to R2 and R3 means (p<0.001), but there was no significant difference between R2 and R3 means (p=1.000). There is a linear, moderate and positive correlation between the residents means and the number of exams (r=0.470, p<0.001). There were no differences between the evaluators, except for the item that asked the resident to make a longitudinal section of the aorta and demonstrate its relationship with the left renal vein. The overall given means by the evaluators ranged from 7.3 to 8.1, with no significant differences between them (p=0.568). Conclusion: The objective structured ultrasound test is a valid, reliable and easily applicable assessment tool. The radiology resident was able to demonstrate all competencies assessed with a significantly higher learning curve at the beginning of his training.