Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-11T20:51:54Z No. of bitstreams: 1 AuzeliviaPastoraRegoMedeirosFalcao_DISSERT.pdf: 2123746 bytes, checksum: 57d3d2e5313d4429f0ad57afd4da2b12 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-19T21:24:37Z (GMT) No. of bitstreams: 1 AuzeliviaPastoraRegoMedeirosFalcao_DISSERT.pdf: 2123746 bytes, checksum: 57d3d2e5313d4429f0ad57afd4da2b12 (MD5) / Made available in DSpace on 2016-05-19T21:24:37Z (GMT). No. of bitstreams: 1 AuzeliviaPastoraRegoMedeirosFalcao_DISSERT.pdf: 2123746 bytes, checksum: 57d3d2e5313d4429f0ad57afd4da2b12 (MD5) Previous issue date: 2015-05-28 / CONTEXTO: No amplo rol das habilidades pertinentes ao profissional m?dico, ? indubit?vel a necessidade do seu racioc?nio cl?nico fundamentado e coeso, para que o cuidado m?dico seja, de fato, efetivo. No cerne desta quest?o, surgem os mapas conceituais, que consistem em uma inova??o metodol?gica que possibilita uma vis?o integradora, panor?mica e associativa do conte?do te?rico, tornando-o mais pr?tico e aplic?vel ? realidade da observa??o cl?nica. Promo??o do aprendizado, recurso de aprendizado, sistema de feedback entre professor e aluno e meio de avalia??o e acompanhamento do desempenho dos alunos ao longo de sua forma??o s?o as vertentes principais dessa ferramenta. OBJETIVO: Avaliar a utilidade dos mapas conceituais como ferramenta de ensino-aprendizagem na forma??o de estudantes de gradua??o do curso de medicina da UFRN. METODOLOGIA: Estudo intervencional, seccional, randomizado, realizado com estudantes de medicina dos 3? e 5? per?odos do curso de medicina da UFRN, durante o semestre acad?mico 2014.2, totalizando 86 participantes, agrupados em dois grupos: GI (interven??o) e GII (controle) em cada semestre acad?mico. RESULTADOS: O uso de mapas conceituais para ensino da s?ndrome de Insufici?ncia Hep?tica resultou em ganho cognitivo, estatisticamente significante, para os alunos do GI, do quinto per?odo (GI: 6,8?1,6 e 8,0?1,5, p = 0,024; GII: 7,2?2,1 e 8,0?1,7, p = 0,125, m?dias pr? e p?s-interven??o, respectivamente), fato n?o observado no terceiro per?odo (GI: 7,7?1,3 e 8,0?1,4, p = 0,501; GII: 6,7?1,8 e 7,8?1,8; p = 0,068, m?dias pr? e p?s-interven??o, respectivamente). A maioria dos estudantes n?o conhece a ferramenta (53,8% do terceiro per?odo e 65,3% do quinto per?odo). Dentre os que conhecem os mapas conceituais, a maioria (59,3%) somente a utilizaram durante o ensino m?dio, 14,8% nunca a haviam utilizado e apenas sete alunos (25,9%) a utilizam durante o curso de Medicina. CONCLUS?O: Apesar do pouco conhecimento da ferramenta, a boa aceitabilidade e compreens?o da mesma pode ser observada entre os participantes do estudo. Entretanto, faz-se necess?ria a an?lise de outros dados como o conhecimento do estilo de aprendizagem desses alunos, especialmente do terceiro per?odo, para entendermos melhor sua rela??o com a melhoria do desempenho cognitivo. / BACKGROUND: Among the wide range of skills displayed by a medical doctor is undoubtedly the need to use cohesive and well grounded clinical reasoning in order for medical care to be indeed effective. It is in this respect that conceptual maps emerge; these are a methodological innovation that allows a comprehensive, panoramic and associative outlook of theoretical content, making it more practical and applicable to the reality of clinical observation. Promoting learning, learning resources and a feedback system between professor and students, as well as assessing and monitoring the performance of students during their academic training, are the main features of this tool. OBJETIVE: Assess the use of conceptual maps as a teaching-learning tool in the training of undergraduate medical students at Universidade Federal do Rio Grande do Norte (UFRN). METHODOLOGY: Interventional, randomized, cross-sectional study conducted with students from the 3rd and 5th periods of the medical course at UFRN, during the second semester of 2014, totaling 86 participants, divided into two groups: GI (intervention ? clinical case resolution with a conceptual map) and GII (control ? clinical case resolution without a conceptual map) in each period. RESULTS: The use of conceptual maps to teach liver failure syndrome resulted in a statistically significant cognitive gain for G1 students from the 5th period (GI: 6.8?1.6 and 8.0?1.5, p = 0.024; GII: 7.2?2.1 and 8.0?1.7, p = 0.125, pre and post-intermediate means, respectively), a result not observed in the period 3rd (GI: 7.7?1.3 and 8.0?1.4, p = 0.501; GII: 6.7?1.8 and 7.8?1.8; p=0.068, pre and post-intermediate means, respectively). Students in the 3 rd period gave better responses to the first clinical case, with a larger number of suitable concepts and crosslinks, when they used conceptual maps (GI: 91.3?13.15 and GII: 64.84?22.84, p=0,002). Students in the 5th period exhibited better clinical reasoning and more complete responses using the tool (p=0,01). Most of the students were not aware of the tool (53.8% from the 3rd period and 65.3% from the 5th period). Among those who knew about conceptual maps, most (59.3%) had only used them during high school, 14.8% had never used them and only seven students (25.9%) used them during the medical course. Analysis of open responses, obtained in process assessment showed clear satisfaction and enthusiasm with learning about the new tool, and frequent suggestions to use it at other moments in the course. Assessment of learning profile, using the VARK questionnaire, showed that most students from both periods exhibited a multimodal style. CONCLUSION: Despite their scant knowledge regarding the tool, good acceptability and understanding was observed in the study participants. The conceptual maps allowed cognitive gains, better responses and clinical reasoning in teaching liver failure syndrome to 5th period students.