Luzmarina Aparecida Doretto Braccialli

A formação médica e a clínica ampliada: resultados de uma experiência brasileira

This is a qualitative study that is part of an evaluation research of a medicine course with the use of active teaching-learning methodologies based on the triangulation of methods. The aim is to evaluate the results related to the extended general practice concept. The sources of information used in the study include 17 semi-structured interviews with ex-prisoners and a situation that simulated the medical practice, of which seven ex-prisoners and a simulated patient participated. The analysis of the information and the production of the data were based on the method of interpretation of senses, according to the referential hermeneutic-dialectic system. The results point to aspects that justify the extended general practice, evidenced in two themes: the doctor-patient relationship and the patient approach. In conclusion, it is observed that the evaluated medical course brings together the education of the general, humanist, critical and reflexive doctor that may intervene in the different levels of health attention as well as in the individual and collective approach. It is also concluded that there are limits in operating an extended general practice in diverse health situations.

A experiência de uma instituição pública na formação do profissional de saúde para atuação em atenção primária

This scope of this paper is to analyze the training of nurses and physicians to work in primary care at a public institution in the municipality of Marilia, duly identifying the concepts of professors, coordinators and graduates in relation to the formation of health professionals. It is a qualitative, exploratory study with interviews conducted with 21 individuals. The results revealed that according to the individuals interviewed, both courses prepare professionals to work in primary care, albeit with limitations in relation to actions in management collective and care. The interviewees believe that the use of active methodologies has been important in the teaching and learning process. Also, the fact that from the first year of undergraduate studies the students participate in primary health care broadens their knowledge of this reality. The study highlights the need to enhance the teaching-service partnership and strategies to improve the training physicians to work in primary health care.

Concepções de avaliação de desempenho em um currículo orientado por competência

The objective of this study was to identify faculty conceptions on evaluation in the Professional Practice Evaluation Exercise (PPEE). An analysis was performed on 155 evaluation instruments answered by the faculty, and video-recordings of four PPEE answered by 1st and 3rd year students. Data analysis was performed using the Meaning Interpretation Method. The expressions expressed by the faculty on their conceptions of evaluation were close to the dialogic competence approach, valuing product as much as process, which help reduce the negative effects of an evaluation. Changes on conceptions of evaluation require a process of institutional construction, with an active participation of the academic community, taking into consideration their existing conceptions and seeking to reach consensus.O objetivo deste estudo foi identificar concepcoes de avaliacao dos docentes no Exercicio de Avaliacao da Pratica Profissional (EAPP). Foram analisados 155 instrumentos de avaliacao preenchidos pelos docentes e filmados os EAPP de quatro estudantes de primeira e terceira series. Para analise dos dados, utilizou-se o Metodo de Interpretacao dos Sentidos. As concepcoes de avaliacao expressas pelos docentes aproximaram-se da abordagem de competencia dialogica, valorizando tanto produto quanto processo, o que contribui para diminuir os efeitos negativos da avaliacao. Mudancas nas concepcoes de avaliacao requerem um processo de construcao institucional, com participacao ativa da comunidade academica, considerando as concepcoes existentes e buscando produzir consensos.

A integração ensino-serviço na formação de enfermeiros e médicos: a experiência da FAMEMA

The scope of this study is to identify contributions and limits of teaching-service integration between the School of Medicine of Marilia and the Municipal Health Department of Marilia for academia, for the health teams and for the community. The study involved cross-sectional research using a quantitative approach. A questionnaire with 20 affirmations structured around a Likert scale was applied to students, professors and collaborating professors with a total of 183 participants. A trend for a positive evaluation of teaching-service integration for professional education was revealed. As regards contributions of teaching-service integration to the community, the positive evaluation was close to 50%. The items referring to contributions to the health teams were the ones that had the highest number of negative responses. Data indicate that it is necessary to move forward such that teaching and service are considered interdependent processes with possibilities of joint reflections.

Conceptions of performance evaluation in a competence-centered curriculum

The objective of this study was to identify faculty conceptions on evaluation in the Professional Practice Evaluation Exercise (PPEE). An analysis was performed on 155 evaluation instruments answered by the faculty, and video-recordings of four PPEE answered by 1st and 3rd year students. Data analysis was performed using the Meaning Interpretation Method. The expressions expressed by the faculty on their conceptions of evaluation were close to the dialogic competence approach, valuing product as much as process, which help reduce the negative effects of an evaluation. Changes on conceptions of evaluation require a process of institutional construction, with an active participation of the academic community, taking into consideration their existing conceptions and seeking to reach consensus.O objetivo deste estudo foi identificar concepcoes de avaliacao dos docentes no Exercicio de Avaliacao da Pratica Profissional (EAPP). Foram analisados 155 instrumentos de avaliacao preenchidos pelos docentes e filmados os EAPP de quatro estudantes de primeira e terceira series. Para analise dos dados, utilizou-se o Metodo de Interpretacao dos Sentidos. As concepcoes de avaliacao expressas pelos docentes aproximaram-se da abordagem de competencia dialogica, valorizando tanto produto quanto processo, o que contribui para diminuir os efeitos negativos da avaliacao. Mudancas nas concepcoes de avaliacao requerem um processo de construcao institucional, com participacao ativa da comunidade academica, considerando as concepcoes existentes e buscando produzir consensos.

EXERCÍCIO DE AVALIAÇÃO DA PRÁTICA PROFISSIONAL COMO ESTRATÉGIA DE ENSINO E APRENDIZAGEM

Este artigo enfoca a avaliacao da pratica profissional em uma Faculdade Publica nos Cursos de Medicina e Enfermagem. Tem como objetivo avaliar o Exercicio de Avaliacao da Pratica Profissional (EAPP), como estrategia de ensino e aprendizagem. Trata-se de um estudo qualitativo, analise de conteudo, modalidade tematica, envolvendo professores e estudantes das 2as series desses cursos. Noventa e oito por cento dos estudantes e 76% dos professores consideraram as atividades de ensino e aprendizagem satisfatorias. As tematicas abordadas foram o exercicio de avaliacao da pratica profissional, facilitando a aprendizagem significativa e o desenvolvimento da competencia profissional, e a importância do trabalho em grupo no desenvolvimento da aprendizagem por cooperacao. O EAPP mostrou-se potente instrumento de ensino e aprendizagem para formacao de profissionais de saude, porem o investimento permanente na capacitacao docente se faz necessario.

Formação do enfermeiro para atuar na central de esterilização

Objective: To understand the training of nurses who will work in the Central Sterile Supply Department (CSSD). Method: Descriptive and qualitative study including a sample of 20 nurses enrolled in the professional and academic Master’s Degree Programs of Faculdade de Medicina de Marilia (Famema), in the period 2011 to 2014. The data were collected by interviews in 2014. Results: We found two thematic categories: nurse training based on the technicist model and the perspective of generalist training. The world of work and training are intertwined and the undergraduation course, therefore, contributes to the development of competent and ethical professionals, since it considers their realities in training processes. Conclusion: Regardless of teaching institutions’ curriculum, nurses faced difficulties in studying the proposed theme further; however, they have collaborated with suggestions regarding changes in the teaching and learning practices for nurses that work in the CSSD; and they have also suggested it could be reconsidered in a better way.

Aspectos da integração ensino-serviço na formação de enfermeiros e médicos

This qualitative research aims to identify advances and challenges of teaching-service integration in nursing and medical education between the Marilia Medical School and Marilia Municipal Health Secretary. Data were collected from accounts given by teachers, students and health professionals. The analysis was based on the hermeneutic-dialectic method. The results showed that teaching-service integration allows early integration of the student in the workplace, guides the construction of knowledge in professional practice, supports the exchange of information and increases the quantity and quality of health actions aimed at the community. The identified challenges were a lack of recognition of the students role by health team members, a lack of management support for the development of Family Health Strategy principles and a lack of definition of academia and service roles in partnership contracts. Suggestions for the improvement of the integration included expanding the insertion of the collaborating teacher in academic activities, improving the management of Primary Health Care and reviewing the partnership agreement. These advances are needed to enhance co-responsibility in the process of in-service learning.

Concepciones de evaluación de desempeño en un currículo orientado por competencia

The objective of this study was to identify faculty conceptions on evaluation in the Professional Practice Evaluation Exercise (PPEE). An analysis was performed on 155 evaluation instruments answered by the faculty, and video-recordings of four PPEE answered by 1st and 3rd year students. Data analysis was performed using the Meaning Interpretation Method. The expressions expressed by the faculty on their conceptions of evaluation were close to the dialogic competence approach, valuing product as much as process, which help reduce the negative effects of an evaluation. Changes on conceptions of evaluation require a process of institutional construction, with an active participation of the academic community, taking into consideration their existing conceptions and seeking to reach consensus.O objetivo deste estudo foi identificar concepcoes de avaliacao dos docentes no Exercicio de Avaliacao da Pratica Profissional (EAPP). Foram analisados 155 instrumentos de avaliacao preenchidos pelos docentes e filmados os EAPP de quatro estudantes de primeira e terceira series. Para analise dos dados, utilizou-se o Metodo de Interpretacao dos Sentidos. As concepcoes de avaliacao expressas pelos docentes aproximaram-se da abordagem de competencia dialogica, valorizando tanto produto quanto processo, o que contribui para diminuir os efeitos negativos da avaliacao. Mudancas nas concepcoes de avaliacao requerem um processo de construcao institucional, com participacao ativa da comunidade academica, considerando as concepcoes existentes e buscando produzir consensos.