Avaliação na sessão tutorial do curso de medicina na Unimontes: aprendendo concepções e práticas
Arquivos
Data
2009-05-01
Autores
Oliveira, Vanessa Teixeira Duque de 
Orientadores
Batista, Nildo Alves
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Este trabalho traz como objeto de pesquisa a Avaliação Formativa, referenciada a critério, que acontece durante as sessões tutoriais do Curso de Medicina da Universidade Estadual de Montes Claros, no qual desde 2002 foi implantada a metodologia Aprendizagem Baseada em Problemas (Problem Based Learning – PBL). Especificamente, objetivou apreender, na ótica de discentes e docentes, as concepções dessa avaliação, as dificuldades enfrentadas durante o processo avaliativo e a contribuição da avaliação para o processo de aprendizagem e para o crescimento pessoal dos estudantes. Os sujeitos da pesquisa foram 11 tutores e 45 discentes do sétimo período do curso. Os dados foram coletados por meio de questionário com assertivas relacionadas à temática pesquisada e análise do grau de concordância e/ou discordância que foram quantificados, tabulados e dispostos em gráficos. Para o aprofundamento dos dados, utilizamos a entrevista semiestruturada, cujos dados foram submetidos à Análise Temática. Os entrevistados percebem a proposta formativa da avaliação na sessão tutorial, definindo-a como processual, reflexiva, dialógica, diagnóstica; enfatizam a possibilidade de feedback como fator motivador e determinante para solucionar as deficiências detectadas e reforçar as potencialidades percebidas. Os participantes têm vivenciado dificuldades durante o processo avaliativo relacionadas ao desempenho dos docentes (falta de preparo e de compromisso), ao desempenho dos estudantes (falta de sinceridade, maturidade e preparo) e outras decorrentes de fatores institucionais, como a inadequação dos critérios utilizados nos instrumentos avaliativos. Os resultados apontam para a necessidade de programas de desenvolvimento docente e também discente em avaliação, assim como maior compromisso das instituições que utilizam a metodologia PBL na busca contínua e reflexiva, em coerência com os pressupostos pedagógicos estabelecidos pelo currículo. Apesar das dificuldades, emerge a percepção dos entrevistados em relação à contribuição do momento avaliativo, para a aprendizagem, permitindo a construção do conhecimento, identificação de lacunas, análise crítica das fontes bibliográficas, compromisso com o aprendizado coletivo; e promovendo uma retroalimentação das atividades, fator contributivo para melhorias no curso. Acresça-se, ainda, o avanço quando apresentam um olhar para além do biológico identificando a avaliação como possibilidade de desenvolvimento de habilidades de relacionamento interpessoal, de comunicação, capacitação para a educação permanente, valorização da ética e dos aspectos psicossociais dos pacientes, enfatizados como essenciais para a prática médica.
This research is about the Formative Evaluation that happens during the tutorials sessions of the Medicine course at Universidade Estadual de Montes Claros, where since 2002 the Problem-based Learning (PBL) methodology was implanted. It specifically had the objective of understanding the students and professor’s perspective, the conceptions of this evaluation, to raise the difficulties that we have to deal with during the evaluation process and the contribution of the evaluation to the learning process and to the students` personal development . The subject of this research were 11 tutors and 45 4th year medical students .The data were collected through a questionnaire with assertions related to the subject that had been researched and analysis of the level of agreement and disagreement that were quantified in tabular form and graphic data. In order to make a profound study of the data we used a semi-structured interview whose data were submitted to Thematic Analysis. The interviewees perceive the formative proposal of the evaluation in the tutorial session, defining it as procedural, reflexive, dialogic, diagnostic. They emphasize the possibility of feedback as a motivating and determinant fact to solve the detected deficiencies and reinforce the perceived potential. The participants had some difficulties during the evaluation process related to the professors` performance ( lack of knowledge about how to evaluate and commitment), students` performance ( lack of sincerity , maturity and knowledge about how to evaluate,) and others that are consequence of institutional factors like inadequate criteria on the evaluating options. The results show the necessity of programs to develop professors and students that have been evaluated, such as commitment of the institutes that work with the PBL methodology trying to get a reflexive coherence with the pedagogical presupposition established in the curriculum. Although difficulties, the interviewees` perception appear related to the contribution of the evaluative moment to the learning process .It permits to build knowledge, identify gaps, critical analysis of the bibliographic reference, commitment with the collective learning and determining a feedback of the activities, a contributive factor to make the course better. Besides, when they present an interest that is not just biological, identifying in the evaluation the possibility of abilities development, interpersonal relationship, communication, permanent education, appreciation of ethic and psychosocial aspects of the patients, emphasized as essential in the medical practice.
This research is about the Formative Evaluation that happens during the tutorials sessions of the Medicine course at Universidade Estadual de Montes Claros, where since 2002 the Problem-based Learning (PBL) methodology was implanted. It specifically had the objective of understanding the students and professor’s perspective, the conceptions of this evaluation, to raise the difficulties that we have to deal with during the evaluation process and the contribution of the evaluation to the learning process and to the students` personal development . The subject of this research were 11 tutors and 45 4th year medical students .The data were collected through a questionnaire with assertions related to the subject that had been researched and analysis of the level of agreement and disagreement that were quantified in tabular form and graphic data. In order to make a profound study of the data we used a semi-structured interview whose data were submitted to Thematic Analysis. The interviewees perceive the formative proposal of the evaluation in the tutorial session, defining it as procedural, reflexive, dialogic, diagnostic. They emphasize the possibility of feedback as a motivating and determinant fact to solve the detected deficiencies and reinforce the perceived potential. The participants had some difficulties during the evaluation process related to the professors` performance ( lack of knowledge about how to evaluate and commitment), students` performance ( lack of sincerity , maturity and knowledge about how to evaluate,) and others that are consequence of institutional factors like inadequate criteria on the evaluating options. The results show the necessity of programs to develop professors and students that have been evaluated, such as commitment of the institutes that work with the PBL methodology trying to get a reflexive coherence with the pedagogical presupposition established in the curriculum. Although difficulties, the interviewees` perception appear related to the contribution of the evaluative moment to the learning process .It permits to build knowledge, identify gaps, critical analysis of the bibliographic reference, commitment with the collective learning and determining a feedback of the activities, a contributive factor to make the course better. Besides, when they present an interest that is not just biological, identifying in the evaluation the possibility of abilities development, interpersonal relationship, communication, permanent education, appreciation of ethic and psychosocial aspects of the patients, emphasized as essential in the medical practice.
Descrição
Citação
OLIVEIRA, Vanessa Teixeira Duque de. Avaliação na sessão tutorial do curso de medicina na Unimontes: aprendendo concepções e práticas. 2009. 165 f. Dissertação (Mestrado em Ciências) - Escola Paulista de Enfermagem, Universidade Federal de São Paulo (UNIFESP), São Paulo, 2009.