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Search Results: 1 - 10 of 74153 matches for " Angélica Maria Bicudo "
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Medical schools that received the PROMED (program for the encouragement of curricular changes in medical courses)—Preconditions and change process  [PDF]
Patricia Alves de Souza, Marco Aurélio Da Ros, Angélica Maria Bicudo Zeferino
Health (Health) , 2012, DOI: 10.4236/health.2012.45046
Abstract: Since the Curriculum Guidelines (CG) which were created in 2001 and PROMED (Program for the Encouragement of Curricular Changes in Medical Courses), several schools have applied for this incentive. Medical Schools (MS) have faced important changes in their curriculum throughout the years. The purpose is to verify if medical schools that received PROMED already had a historical of curricular changes. Several interviews, which were carried out with PROMED coordinators, were recorded, transcribed and analyzed according to the Bardin’s content analysis technique. Later, these interviews were later categorized into nine themes. This paper analyses the Medical School History category which encompasses three subcategories: existence of a former changing history; need to overcome the model and changing period. It is highlighted that medical schools that received PROMED had a previous changing historical which was sometimes located in anti-hegemonic niches. It is noticeable, however, that such changes were not enough to affect the comprehension of healthillness process and its consequent results. PROMED was, effectively, the reference for medical schools implementing the C.G. which represents, now, a benchmarking for all new and old schools in the country.
The Brazilian public healthcare system and its participation in medical training  [PDF]
Patricia Alves de Souza, Marco Aurélio Da Ros, Angélica Maria Bicudo Zeferino
Health (Health) , 2012, DOI: 10.4236/health.2012.48080
Abstract: Introduction: In Brazil, in a joint initiative of the Ministries of Health and of Education and Culture, the Program for the Promotion of Changes in Medical School Curricula (PROMED) was created, in order to give financial support to medical schools for the development and implementation of curricular changes to the medicine courses. Objective: To ascertain the influence of PROMED on the interaction between the Brazilian public healthcare system (SUS) and the universities. Method: Using the qualitative method by way of content analysis of the Bardin, interviews with 19 coordinators of the medicine courses which received financial support from PROMED were carried out and analyzed. Results: Subcategories which express the current relation between SUS and the universities were found: the need to train SUS professionals and the teaching staff involved, the lines of research directed toward SUS and partnership relations as part of the student learning process, the strengthening of SUS and the internal problems. Conclusions: Observing the needs of the relationship between SUS and the curricular changes it was noted that the public health services are of extreme importance as part of the training process of the medical student. Besides favoring practice, it establishes student activities within the health services, the evaluation of the policies, planning and management of the health services in activities of training and social communication in healthcare, linked to community organizations or diverse social entities. Thus, problems associated with the healthcare service can be identified, as well as the health conditions and life style of the population.
The Role of Professors in Changing Medicine Programs  [PDF]
Patricia Alves de Souza, Marco Aurélio Da Ros, Angélica Maria Bicudo
Creative Education (CE) , 2017, DOI: 10.4236/ce.2017.815166
Abstract: The new Medical Program curriculum guidelines led to the program restructure in Brazil. In 2001, PROMED (Program for the Encouragement of Curricular Changes in Medical Courses) was created, as a result of a partnership between the Ministry of Health (MS) and the Ministry of Education (MEC) to financially encourage medical schools to implement changes in 3 aspects. 1) Theoretical guidance (Production of knowledge as required by the Single Health System (SUS-free health care system for the population), 2) Post-Graduate Program and Continuing Education, Practices Scenarios Diversification of practice scenarios, 3) University services to serve the needs of SUS and Pedagogical Approach (Pedagogical change-student-centered, basic-clinical cycle integration). The purpose of this paper is to examine the role of professors in curriculum changes promoted by PROMED. Nineteen coordinators of medical programs that received PROMED resources were interviewed. The category: The role of Professors with 3 subcategories: The need for qualification of professors, adapting to change and the process under development. For a curriculum change to be consolidated it is necessary to overcome various barriers, as the starting point are ways, processes and teaching practices deeply rooted in some professors. And continuing education is essential for professors. They go from knowledge holder to learning facilitators, allowing students to learn by doing themselves.
Cursinhos preparatórios para residência médica: reflex?es sobre possíveis causas e consequências
Hamamoto Filho, Pedro Tadao;Zeferino, Angélica Maria Bicudo;
Revista Brasileira de Educa??o Médica , 2011, DOI: 10.1590/S0100-55022011000400015
Abstract: brazilian higher education has undergone significant changes in recent years, following the university reform and the expansion of the private sector. there are a growing number of medical schools, yet the number of medical residency places has not increased accordingly. the stiff competition for residency places can lead students to seek study support, such as preparatory courses. the presence of students in these courses can have a negative influence on the learning methods of trainee doctors, as the latter are subjected to restrictive study routines and standards. understanding these courses as a reflection of the imbalance of health and education policies, there is an identifiable need for health education policies based on social needs.
Conceito global: um método de avalia??o de competência clínica
Domingues, Rosangela Curvo Leite;Amaral, Eliana;Bicudo-Zeferino, Angélica Maria;
Revista Brasileira de Educa??o Médica , 2009, DOI: 10.1590/S0100-55022009000100019
Abstract: considerable effort has focused on developing methods to reliably assess undergraduate medical students' proficiency in clinical skills. there is strong evidence that global rating can be a feasible and reliable alternative for rating undergraduate medical students in the clinical setting. professors have routinely assessed clinical competence with a subjective rating. this score, given by a specialist, is not objective and is subject to biases. the use of a well-designed instrument with various items rated on a scale offers the advantage of specifying what should be assessed, thus helping professors distinguish between different levels of performance. using this method, faculty can express their global perception of the students in a more objective way in relation to two distinct spheres of technical competence (containing items like patient history, physical examination, medical knowledge, clinical knowledge, problem-solving, and work habits) and humanist competence (including communication with patients and families, respect, reflective skills, sensitivity to context, and teamwork).
Avaliando competência clínica: o método de avalia??o estruturada observacional
Amaral, Eliana;Domingues, Rosangela Curvo Leite;Bicudo-Zeferino, Angélica Maria;
Revista Brasileira de Educa??o Médica , 2007, DOI: 10.1590/S0100-55022007000300011
Abstract: despite the technological advances, medical history, physical examination and patient-doctor relationship continue being the most important diagnostic and therapeutic tools. however, deficiencies in clinical skills among students have been related. clinical competence is context-dependent; it is more than a demonstration of isolated behaviors, but an integrative ability to think, feel and act in real practice. tools for direct observation are very helpful in evaluating what students are and are not able to do during clinical encounters. so, structured assessment seems to be a valuable instrument both for evaluators and students. it can be used as an observational guide and as a tool for feedback, and enhances the learning opportunities in clinical settings. to effectively apply this method, faculty should be provided with effective training to increase fairness and reliability of the assessment strategy.
Auto-avalia??o e avalia??o por pares: estratégias para o desenvolvimento profissional do médico
Domingues, Rosangela Curvo Leite;Amaral, Eliana;Zeferino, Angélica Maria Bicudo;
Revista Brasileira de Educa??o Médica , 2007, DOI: 10.1590/S0100-55022007000200008
Abstract: many recent studies include self- and peer-assessment of medical students as a component in the final clerkship grades. for a long time the evaluation of the medical student depended exclusively on subjective faculty assessment. however, peer ratings have been pointed out as a good predictor of future professional performance. these ratings are consistent, reliable and provide information that is not measured by other traditional methods. besides, self-assessment contributes to continued education and lifelong learning by helping students identify their own strengths and weaknesses. although self- and peer-assessment are not routinely taught during the medical course this exercise represents a valuable intervention towards the professional development of the physician. medical schools should therefore help students understand the basic principles of these educational strategies by offering appropriate training and institutional support including confidentialit y of information.
Feedback como estratégia de aprendizado no ensino médico
Zeferino, Angélica Maria Bicudo;Domingues, Rosangela Curvo Leite;Amaral, Eliana;
Revista Brasileira de Educa??o Médica , 2007, DOI: 10.1590/S0100-55022007000200009
Abstract: give feedback to the students is an important aspect in the learning process and an essential role of the teachers. in the context of medical education, feedback refers to information describing the students' performance in a given situation or activity. the ability on giving and receiving feedback improves learning outcomes since it provides a basis for self-directed learning and critical thinking, helps the student correct errors, reinforces desirable attitudes and shows the student how he can improve. despite the patent lack of feedback throughout the medical course, students greatly desire and value this constructive tool and consider it as an important aspect of qualit y teaching. effective feedback should be assertive, delivered with respect, descriptive, timely and linked to specific observed behaviors. both faculty and students should be offered proper training in order to enhance their ability to give and receive feedback. program directors should value the role of feedback as an essential teaching/learning strategy for the undergraduate curriculum.
Os diferentes olhares na avalia??o de alunos em estágio clínico supervisionado
Domingues, Rosangela Curvo Leite;Amaral, Eliana;Zeferino, Angélica Maria Bicudo;
Revista da Associa??o Médica Brasileira , 2009, DOI: 10.1590/S0104-42302009000400023
Abstract: objective: to compare medical students' global itemized ratings (gir) and real-case structured clinical assessment (rc-sca), generated by faculty members from three different specialties (gynecology-o&g, internal medicine-im, pediatrics-ped). method: 106 y4 learners were assessed by one faculty member from each specialty, who filled in gir, consisting of 6 technicaldomains (mean score girt) and 7 humanistic domains (mean score girh), on a 0-10 scale, and resultant rc-sca, from direct attendance observation. statistical analyses used cronbach coefficient, friedman and wilcoxon paired tests, pearson and spearman correlation coefficients, euclidean distances. significance level=5%. results: high internal consistency was observed in the three gir (> 0.92). ratings were negatively skewed. ped scores were significantly lower than o&g and im (median differences between 0.50 and 0.67), with low correlations between them (-0.02
Competência clínica de alunos de Medicina em estágio clínico: compara??o entre métodos de avalia??o
Domingues, Rosangela Curvo Leite;Amaral, Eliana;Zeferino, Angélica Maria Bicudo;Antonio, Maria ?ngela G. Monteiro;Nadruz, Wilson;
Revista Brasileira de Educa??o Médica , 2010, DOI: 10.1590/S0100-55022010000100015
Abstract: objective: the objective was to compare four evaluation methods based on the grades received by fourth-year medical students in their clinical clerkship. method: at the completion of the clinical clerkship in obstetrics and gynecology, internal medicine, and pediatrics in primary care clinics, 106 fourth-year students were evaluated based on four methods, on a scale from 1 to 10: multiple-choice questions (mcqs), portfolio (p), real-case structured clinical assessment (rc-sca), and global itemized rating (gir). statistical analysis used cronbach alpha, wilcoxon paired test, pearson correlation coefficient, principal components analysis, and euclidian distance. results: the lowest median scores were for mcqs and the highest for rc-sca. the distribution of scores for all pairs of methods showed significant differences (p < 0,001). agreement was strongest and highest between rc-sca and gir. principal components analysis contrasted mcqs and p scores with those for rc-sca and gir. conclusion: the various methods focused on different aspects of the expected clinical skills. rc-sca and gir appear to evaluate different skills as compared to p and mcqs. thus, no method should be used alone to evaluate medical students in clinical clerkships.
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