Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T20:14:30Z No. of bitstreams: 1 PauloSantiagoDeMoraisBrito_DISSERT.pdf: 3516677 bytes, checksum: 2675d96c113aa68c20016e4759709f32 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-20T22:23:27Z (GMT) No. of bitstreams: 1 PauloSantiagoDeMoraisBrito_DISSERT.pdf: 3516677 bytes, checksum: 2675d96c113aa68c20016e4759709f32 (MD5) / Made available in DSpace on 2016-06-20T22:23:27Z (GMT). No. of bitstreams: 1 PauloSantiagoDeMoraisBrito_DISSERT.pdf: 3516677 bytes, checksum: 2675d96c113aa68c20016e4759709f32 (MD5) Previous issue date: 2015-10-28 / A an?lise do l?quor obtido atrav?s de pun??o lombar ? de import?ncia ?mpar na pr?tica m?dica e ganha cada vez mais espa?o no diagn?stico de doen?as autoimunes prim?rias do sistema nervoso e nas dem?ncias. Os estudos mostram que o treinamento em simulador ? capaz de proporcionar aprendizado de habilidades t?cnicas, aquisi??o e reten??o do conhecimento, melhorar a autoconfian?a do aprendiz e possibilita a transfer?ncia para a pr?tica cl?nica. N?s pretendemos com esse estudo avaliar a efetividade do treinamento de estudantes de gradua??o de medicina com manequim simulador para pun??o lombar, levando em considera??o aspectos quantitativos (desempenho em testes padronizados) e qualitativos (percep??o dos estudantes a respeito do m?todo e do processo de ensino-aprendizagem). Foi desenvolvida uma aula pr?tica usando um guia de auto-avalia??o que tamb?m serviu para avalia??o entre pares. Realizamos instru??o atrav?s de v?deo on line indicado para ser assistido antes do treinamento presencial. Os participantes foram divididos em grupos de 5 e tiveram treinamento seguindo os princ?pios da pr?tica deliberada, fornecimento de feedback, e todos os participantes conseguiram executar pelo menos uma pun??o lombar no simulador. Foram aplicados question?rios a respeito de autoconfian?a e qualidade do treinamento. A tem?tica do treinamento em pun??o lombar foi considerada relevante, e a aula pr?tica foi bem avaliada em rela??o ao seu formato. Depois de dois anos do treinamento inicial, parte dos estudantes foi voluntariamente submetida a testes de reten??o do conhecimento. A interven??o pontual mostrou-se capaz de promover reten??o na t?cnica de pun??o lombar, sem equ?vocos significativos, sugerindo a transfer?ncia para uma situa??o real com paciente. / The teaching of the lumbar puncture (LP) technique with simulator is not well systematized in the curricula of medical schools. Studies show that training in the simulator provides learning technical skills, acquisition and retention of knowledge, improve self-confidence of the learner and enables the transfer to clinical practice. We intend this study to introduce simulated training in LP in medical course at the Universidade Federal do Rio Grande do Norte evaluating the experience taking into account quantitative aspects (performance on standardized tests) and qualitative (perception of the students regarding the method and the teaching process learning). The study was conducted in two phases. In the first phase practical training in PL was introduced in the 3rd year of medical school. Seventy-seven students were trained in small groups, guided by a checklist developed in the model Objective Structured Assessment of Technical Skill (OSATS), at this moment they knew they were not under performance evaluation. They were also asked whether they had prior chances to make an LP in patients. At the end of the first phase the students evaluated training in the following areas: teaching technique, simulator realism, time available per group, number of participants per group and relevance to medical practice. In the second phase, two years later, 18 students trained in first stage performed a new LP on the mannequin simulator, and its performance was evaluated through the same checklist of training in order to verify the technical retention. In addition, they answered a multiple choice test about practical aspects of the LP technique. Each participant received individual feedback on their performance at the end of their participation in the study. In the first phase of the study we found that only 4% of students had performed a lumbar puncture in patients until the 3rd year. The training of LP technique with simulator mannequin was considered relevant and the teaching methods was thoroughly evaluated. In the second phase, all participants were successful in implementing the lumbar puncture on the mannequin simulator, compliance with the most steps in a reasonable time, suggesting that would be able to perform the procedure in a patient.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-27T17:53:00Z No. of bitstreams: 1 LuisAlcidesDeLucenaMarinho_DISSERT.pdf: 1320162 bytes, checksum: cef9d2a20ccf311289d904d465faabe9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-29T21:36:17Z (GMT) No. of bitstreams: 1 LuisAlcidesDeLucenaMarinho_DISSERT.pdf: 1320162 bytes, checksum: cef9d2a20ccf311289d904d465faabe9 (MD5) / Made available in DSpace on 2016-06-29T21:36:17Z (GMT). No. of bitstreams: 1 LuisAlcidesDeLucenaMarinho_DISSERT.pdf: 1320162 bytes, checksum: cef9d2a20ccf311289d904d465faabe9 (MD5) Previous issue date: 2015-08-07 / INTRODU??O: A doen?a renal cr?nica (DRC) ? um problema de sa?de mundial, com preval?ncia crescente no seu est?gio terminal, fatos que podem ser justificados pela falha no reconhecimento da doen?a e dos seus fatores de risco. OBJETIVO: Avaliar o perfil de conhecimento de m?dicos residentes (MR) e m?dicos preceptores (MP) em hospitais da Universidade Federal do Rio Grande do Norte em Natal-RN - Brasil, sobre a DRC, com base na diretriz do Kidney Disease Outcomes Quality Initiative (KDOQI). M?TODOS: Estudo de corte transversal, onde 64 MR (R1=32; R2=15; R3=17) e 63 MP responderam um question?rio baseado na diretriz do KDOQI, dividido em sete sess?es, abordando aspectos da DRC desde a defini??o, at? o encaminhamento ao nefrologista. RESULTADOS: Apenas 20 participantes (15.7%) informaram utilizar alguma diretriz para o manejo da DRC. Os scores obtidos por sess?o foram: Defini??o e classifica??o (46.1?47.8); Fatores de risco (70.5?27.9); Avalia??o laboratorial (58.2?8.8); Plano de a??o cl?nica (57.6?19.9); Redu??o da protein?ria (68.3?15.0); Complica??es (64.8?19.9); Encaminhamento ao nefrologista (73.0?44.6). Observamos que houve uma diferen?a estatisticamente significante entre o conhecimento dos MR e MP nas sess?es: Avalia??o laboratorial (MR 61.5?8.4 vs MP 54.8?7.9; p<0.001); Redu??o da protein?ria (MR 73.1?11.4 vs MP 63.5?16.7; p<0.001) e Encaminhamento ao nefrologista (MR 81.2?39.3 vs MP 64.5?48.2; p=0.035). Entre os MR, os R2 obtiveram a melhor pontua??o (R1 63.9?22.6 vs R2 71.9?17.2 vs R3 63.5?22.5; p=0.445). Observamos um baixo percentual de acerto dos m?dicos sobre a defini??o da DRC (MP=46%; R1=40.6%; R2=60%; R3=52.9%; p=0.623), assim como a classifica??o da DRC (MP=34.9%; R1=53.1%; R2=60%; R3=52.9%; p=0.158). CONCLUS?O E CONSIDERA??ES FINAIS: Diretrizes para DRC s?o pouco utilizadas por m?dicos que, mesmo atuando em ambiente universit?rio, ainda exp?em lacunas no conhecimento sobre o tema. Nesse sentido, propomos a realiza??o de uma oficina para os m?dicos participantes e estudantes do internato da UFRN, utilizando estrat?gias educacionais centradas no estudante, no sentido de fortalecer a incorpora??o das diretrizes da DRC no ensino de gradua??o e na pr?tica cl?nica de m?dicos em geral. / INTRODUCTION: Chronic kidney disease (CKD) is a global health problem, with increasing prevalence in its terminal stage and one of the factors that can contribute is the failure to recognize the disease and its risk factors. OBJECTIVE: To evaluate the knowledge of medical residents (MR) and medical preceptors (MP) in hospitals in the Federal University of Rio Grande do Norte in Natal-RN - Brazil, on the DRC, based on the policy of the Kidney Disease Improving Global Outcomes (KDIGO ). METHODS: Cross-sectional study where 64 MR (R1 = 32; R2 = 15; R3 = 17) and 63 MP answered a questionnaire divided into seven sessions that addressed aspects of the DRC since the setting up referral to a nephrologist. RESULTS: Only 20 participants (15.7%) reported using any guidelines for the management of CKD. The scores obtained by session were: Definition and classification (46.1 ? 47.8); Risk factors (70.5 ? 27.9); Laboratory evaluation (58.2 ? 8.8); Clinical action plan (57.6 ? 19.9); Reduction in proteinuria (68.3 ? 15.0); Complications (64.8 ? 19.9); Referral to a nephrologist (73.0 ? 44.6). There was a statistically significant difference between the knowledge of MR and MP in the sessions: Laboratory evaluation (MR 61.5 ? 8.4 vs 54.8 ? 7.9 MP; p <0.001); Reduction in proteinuria (73.1 ? 11.4 vs MR MP 63.5 ? 16.7; p <0.001) and Referral to a nephrologist (MR 81.2 ? 39.3 vs 64.5 ? 48.2 MP; p = 0.035). Among the MR, the R2 obtained the best score (63.9 ? 22.6 vs R1 R2 R3 71.9 ? 17.2 vs 63.5 ? 22.5, p = 0.445). It identified a low percentage of success of the doctors on the definition of CKD (MP = 46%; R1 = 40.6%; R2 = 60%; R3 = 52.9%; p = 0.623) and classification (MP = 34.9%; R1 = 53.1%, R2 = 60%; R3 = 52.9%; p = 0.158). CONCLUSION: The study showed that most doctors do not use any guidelines for clinical management of CKD and that there are gaps in knowledge on the subject, even among physicians who work in the university environment. In this sense, we propose the realization of mini-workshops for participants and students from boarding UFRN, using Case-Based Learning Strategy (CBL), with small group discussion, to strengthen the incorporation of CKD guidelines in undergraduate teaching and in clinical medical practice in general.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-07-26T20:50:39Z No. of bitstreams: 1 AdemarAlexandreDeMorais_DISSERT.pdf: 3935521 bytes, checksum: 00b3deb50f3fbc802c3f664e7d1ba391 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-08-08T22:41:20Z (GMT) No. of bitstreams: 1 AdemarAlexandreDeMorais_DISSERT.pdf: 3935521 bytes, checksum: 00b3deb50f3fbc802c3f664e7d1ba391 (MD5) / Made available in DSpace on 2016-08-08T22:41:20Z (GMT). No. of bitstreams: 1 AdemarAlexandreDeMorais_DISSERT.pdf: 3935521 bytes, checksum: 00b3deb50f3fbc802c3f664e7d1ba391 (MD5) Previous issue date: 2015-12-15 / Diversos estudos t?m demonstrado que o residente exerce informalmente o papel de docente. Estima-se que at? 25 % do tempo dos residentes ? dedicado ao ensino, contribuindo principalmente como facilitador. Apesar dessa contribui??o, a quase totalidade dos programas de resid?ncia m?dica do Brasil n?o oferecem capacita??o docente, justamente o inverso que ocorre em programas de demais pa?ses, sobretudo Am?rica do Norte e Europa. Este trabalho tem como objetivo elaborar uma estrat?gia de capacita??o pedag?gica do residente que possa ser inserida formalmente na estrutura curricular do programa de resid?ncia m?dica do HUOL. Trata-se de estudo explorat?rio, prospectivo e descritivo, realizado HUOL da Universidade Federal do Rio Grande do Norte. Tr?s etapas foram idealizadas: (1) elabora??o e planejamento de um workshop de capacita??o pedag?gica para o residente, associado a um conte?do t?cnico motivador (suporte b?sico e a avan?ado ? vida); (2) primeira interven??o com estudantes do curso de medicina e residentes, para testagem do modelo pedag?gico escolhido, proporcionando ajustes no planejamento para a interven??o com residentes; e (3) segunda interven??o com replica??o do curso para residentes. Nas interven??es foram feitas duas esta??es de pr?tica de suporte ? vida com a avalia??o do desempenho em atividade pr?tica atrav?s do OSPE (Objective and Structured Practical Examination). A capacita??o pedag?gica foi pautada na t?cnica de ensino preceptoria minuto e feedback. A avalia??o de desempenho nas esta??es foi feita atrav?s de um checklist e das demais atividades da capacita??o, atrav?s de uma ficha de avalia??o preenchida no final do curso. As esta??es de suporte ? vida foram bem avaliadas pelos participantes nas duas interven??es e permitiu o ensino da t?cnica de feedback positivo e corretivo. A t?cnica de preceptoria minuto foi feita atrav?s de dramatiza??o, aula expositiva dialogada e v?deos. As duas t?cnicas de ensino foram avaliadas como importante para o aprendizado e ensino. Aspectos positivos citados pelos participantes foram mais relacionados a interven??o pedag?gica, do que ao conte?do t?cnico. Assim acreditamos que a estrat?gia de workshop de capacita??o pedag?gica elaborada para os residentes foi fact?vel e bem aceita pelos participantes. Assim, tais conte?dos pedag?gicos representam uma op??o para inser??o pioneira no curr?culo formal dos programas de resid?ncia m?dica do HUOL. / Studies have shown that resident informally plays the role of teacher. It is estimated that up to 25% of the residents of the time is devoted to teaching, mainly contributing as a facilitator, however, almost the entire medical residency programs in Brazil did not offer teacher training during residency education. This paper aims to introduce educational content initiation to teaching as part of the training of resident physician inserted in residency program of the University Hospital Onofre Lopes (HUOL). It is an exploratory, descriptive and prospective study in HUOL the Federal University of Rio Grande do Norte. Three steps were developed: preparation and planning of a pedagogic course, associated with a motivating technical content (basic and advanced life support); second stage, testing of pedagogical model for medical students; and finally, replication to residents. The interventions were made two practice stations life support with performance evaluation in practical activity through OSPE (Objective Structured Practical Examination). The techniques presented teachings were one-minute preceptor and feedback. Data collection was conducted through a structured evaluation form during the life support stations and at the end of the course, and analyzed using descriptive statistics. The results showed that the feedback and one minute preceptor were considered important for teaching and learning for more than 85% of participants. The feedback from evaluators practices stations added information about the performance and were held appreciatively way, according to 100% of the participants. Positive aspects highlighted by the participants were related to educational content, especially the participants of the first intervention. The time of the lectures of motivating technical content was the most repeated negative. Based on the good acceptance of pedagogical contents, this pioneer teacher training strategy was included in the formal residency program in Cardiology of our institution. It is considered therefore that the educational training model with motivating technical content was feasible and had a good evaluation and acceptance by most participants in both interventions. Thus, we believe that the educational content can be inserted in the formal curriculum of medical residency of other programs at HUOL through the training model developed in this study.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T14:05:16Z No. of bitstreams: 1 LygiaMariaCostaSoaresRego_DISSERT.pdf: 3035031 bytes, checksum: 3ff4ca1018013a16bd2113b306671773 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-20T21:49:50Z (GMT) No. of bitstreams: 1 LygiaMariaCostaSoaresRego_DISSERT.pdf: 3035031 bytes, checksum: 3ff4ca1018013a16bd2113b306671773 (MD5) / Made available in DSpace on 2018-02-20T21:49:50Z (GMT). No. of bitstreams: 1 LygiaMariaCostaSoaresRego_DISSERT.pdf: 3035031 bytes, checksum: 3ff4ca1018013a16bd2113b306671773 (MD5) Previous issue date: 2017-12-20 / A educa??o interprofissional ? uma abordagem que visa qualificar alunos e profissionais de sa?de para o trabalho colaborativo na din?mica do trabalho em equipe, pr?tica essencial para integralidade do cuidado. A abordagem parte da premissa que a colabora??o, melhora a seguran?a e a qualidade da assist?ncia ao paciente. O objetivo deste estudo foi implantar o Encontro Interprofissional da Oncologia (EIO) como estrat?gia de ensino da educa??o interprofissional e das pr?ticas colaborativas entre os profissionais de sa?de da Unidade de Alta Complexidade em Oncologia (UNACON) do Hospital Universit?rio Onofre Lopes. Trata-se de um estudo tipo pesquisa-a??o de abordagem qualitativa realizado de Maio de 2016 a Setembro de 2017, no Servi?o de Oncologia do Hospital Universit?rio Onofre Lopes (HUOL), envolvendo profissionais da ?rea da sa?de (m?dicos, psic?logos, assistentes sociais, farmac?uticos, enfermeiros e nutricionistas) que trabalham na UNACON do HUOL. O estudo ocorreu em tr?s etapas: Planejamento do EIO, Implanta??o e Avalia??o da atividade, sendo a ?ltima realizada atrav?s de um grupo focal. Ap?s tr?s meses de planejamento, iniciamos a etapa de implementa??o tendo sido realizadas 43 reuni?es, envolvendo 220 participantes de seis profiss?es diferentes. Em cada reuni?o foi discutido um caso cl?nico. Ap?s apresenta??o de cada caso, houve discuss?o interprofissional, ressaltando a especificidade de cada profissional para melhoria do cuidado integral com o paciente em quest?o. O grupo focal foi analisado pela An?lise Categorial de Bardin onde emergiram quatro categorias: Vis?o Conceitual de atividade Interprofissional, Viv?ncia pr?via em atividades Interprofissionais, Contribui??o do EIO para a forma??o e para as pr?ticas colaborativas e Desafios do EIO. O processo de planejamento e implanta??o do EIO atingiu os objetivos, embora a participa??o de alguns profissionais da sa?de ainda n?o tenha sido sistem?tica em fun??o da sobrecarga de atividades de alguns profissionais, como os da enfermagem assistencial, fisioterapia e odontologia, bem como dificuldades na concilia??o de hor?rios. O EIO foi considerado uma atividade positiva, precursora dentro do UNACON do HUOL sendo bastante exaltada e aprovada como estrat?gia permanente para a melhoria da assist?ncia prestada ao paciente oncol?gico. A an?lise do grupo focal mostrou que o EIO ? uma a??o que impacta positivamente tanto na assist?ncia quanto no ensino, contudo, permanecem algumas dificuldades importantes, como a adequa??o do tempo e espa?o f?sico para as reuni?es, desvaloriza??o das atividades interprofissionais por alguns alunos de gradua??o e p?s-gradua??o da medicina, car?ncia de recursos humanos e a dificuldade de alguns profissionais para se integrarem sistematicamente. / Interprofessional education is an approach that aims to qualify students and health professionals for collaborative work in the dynamics of teamwork, an essential practice for integrality of care. The approach assumes that collaboration improves the safety and quality of patient care. The purpose of this study was to implement the Interprofessional Oncology Meeting (EIO) as a strategy for teaching interprofessional education and collaborative practices among health professionals from the High Complexity in Oncology Unit (UNACON) of the University Hospital Onofre Lopes. This is a research-action study of a qualitative approach carried out from May 2016 to September 2017, at the Oncology Service of the Onofre Lopes University Hospital (HUOL), involving health professionals (physicians, psychologists, social workers, pharmacists, nurses and nutritionists) who work at UNACON at HUOL. The study took place in three stages: EIO Planning, Implementation and Evaluation of the activity, the last one being carried out through a focal group. After three months of planning, we began the implementation phase with 43 meetings, involving 220 participants from six different professions. At each meeting a clinical case was discussed. After presentation of each case, there was an interprofessional discussion, highlighting the specificity of each professional to improve the integral care with the patient in question. The focus group was analyzed by Bardin's Categorical Analysis, where four categories emerged: Conceptual View of Interprofessional Activity, Prior Experience in Interprofessional Activities, Contribution of EIO to Training and to Collaborative Practices and Challenges of EIO. The planning and implementation of EIO reached the objectives, although the participation of some health professionals has not been systematic due to the overload of activities of some professionals, such as nursing care, physiotherapy and dentistry, as well as difficulties in conciliation schedules. The EIO was considered a positive activity, a precursor within UNACON of the HUOL, being highly exalted and approved as a permanent strategy to improve the care provided to cancer patients. The analysis of the focus group showed that the EIO is an action that positively impacts on both attendance and teaching, however, there remain some important difficulties, such as the adequacy of time and physical space for meetings, devaluation of interprofessional activities by some undergraduate students and medical graduate, lack of human resources and the difficulty of some professionals to integrate systematically.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-12T21:17:09Z No. of bitstreams: 1 GustavoHenriqueDeOliveiraCaldas_DISSERT.pdf: 1288353 bytes, checksum: 32156c672a91f6569776fbd1c68e8399 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-19T13:31:40Z (GMT) No. of bitstreams: 1 GustavoHenriqueDeOliveiraCaldas_DISSERT.pdf: 1288353 bytes, checksum: 32156c672a91f6569776fbd1c68e8399 (MD5) / Made available in DSpace on 2018-03-19T13:31:40Z (GMT). No. of bitstreams: 1 GustavoHenriqueDeOliveiraCaldas_DISSERT.pdf: 1288353 bytes, checksum: 32156c672a91f6569776fbd1c68e8399 (MD5) Previous issue date: 2017-12-04 / INTRODU??O: O aprofundamento sobre as tem?ticas relacionadas ? terminalidade da vida tem sido uma preocupa??o de profissionais de sa?de que lidam com pacientes nessa situa??o. As demandas individuais e de familiares diante da constata??o de defici?ncias na assist?ncia dispensada aos pacientes que necessitam de cuidados paliativos, nos levam a refletir sobre a necessidade de aquisi??o de compet?ncias na ?rea de Cuidados Paliativos na forma??o dos graduandos de medicina. OBJETIVOS: Propor compet?ncias essenciais para o ensino de Cuidados Paliativos nos cursos de gradua??o em medicina. PERCURSO METODOL?GICO: A pesquisa se delineou como um estudo descritivo e de natureza qualitativa. Inicialmente, foi feita uma an?lise documental na literatura nacional e internacional sobre compet?ncias gerais em Cuidados Paliativos; no sentido de construir um quadro com sugest?es de compet?ncias essenciais para o ensino de gradua??o no Brasil. A seguir, o material elaborado foi apresentado individualmente a 8 profissionais com forma??o especializada em cuidados paliativos de diferentes ?reas (m?dico, enfermeiro, psic?logo, terapeuta ocupacional) para an?lise, acompanhado de uma entrevista com tr?s quest?es abertas: 1) O que voc? teria a sugerir para melhorar as compet?ncias em cuidados paliativos para o ensino de gradua??o em medicina, considerando esse material que lhe foi entregue? 2) Comente sobre a import?ncia da interprofissionalidade no ensino em Cuidados Paliativos, enfatizando as dimens?es biol?gica, psicol?gica, social e espiritual do cuidado e 3) Fale sobre os obst?culos para implementa??o e o desenvolvimento da proposta no ensino da gradua??o de medicina. Na an?lise documental e nas entrevistas com os profissionais, foi utilizada a an?lise de conte?do tem?tica categorial proposta por Bardin. RESULTADOS: A an?lise documental inicial resultou em 5 categorias (Introdu??o, Controle de sintomas, Equipe interprofissional, T?picos em Cuidados Paliativos, Assist?ncia nos ?ltimos momentos de vida), 8 subcategorias e 96 unidades de an?lise que deram subs?dio ao pesquisador para constru??o das sugest?es de compet?ncias, distribu?das num quadro em cinco m?dulos, com seus respectivos conte?dos. Das entrevistas com os profissionais, ap?s leitura do material que lhes foi entregue, emergiram 6 categorias (Princ?pios b?sicos em Cuidados Paliativos, Manejo de sintomas, Quest?es ?ticas e legais, Comunica??o e aspectos psicossociais e espirituais, Trabalho em equipe e Desafios para a implementa??o da proposta), al?m de 12 subcategorias e 168 unidades de an?lise. Sobre a categoria ?Desafios para a implementa??o da proposta? o desconhecimento conceitual de gestor e profissionais de sa?de sobre cuidados paliativos surge, nas unidades de an?lises, como um dos principais obst?culos a ser superado. Das falas contidas nas subcategorias e unidades de an?lise, emergiram sugest?es para melhor distribui??o dos m?dulos, resultando na renomea??o destes (Princ?pios b?sicos dos Cuidados Paliativos, Manejo de sintomas, Trabalho em equipe, Quest?es ?ticas e legais, Assist?ncia nos ?ltimos momentos de vida), assim colocando em destaque em destaque o trabalho em equipe interprofissional como compet?ncia essencial a ser adquirida no ensino de Cuidados Paliativos na gradua??o. CONSIDERA??ES FINAIS: A lacuna existente no ensino de gradua??o em medicina sobre os v?rios aspectos que envolvem a terminalidade da vida, n?o pode ser ignorada diante da demanda crescente na pr?tica m?dica. A discuss?o e aprimoramento das compet?ncias em Cuidados Paliativos sugeridas nesse estudo ser?o certamente essenciais durante os f?runs de educa??o m?dica, para que possamos ter mais clareza do que realmente ? necess?rio para a forma??o do m?dico generalista. / INTRODUCTION: The deepening of the topics related to the terminality of life has been a concern of health professionals who deal with patients in this situation. The individual and family demands regarding deficiencies in the care given to patients who need palliative care lead us to reflect on the need to acquire competences in the area of Palliative Care in the training of medical undergraduates. OBJECTIVES: To propose essential competences for the teaching of Palliative Care in undergraduate medical courses. METHODOLOGICAL COURSE: The research was delineated as a descriptive and qualitative. Initially, a documentary research was done in the national and international literature on general competences in Palliative Care; in the sense of constructing a framework with suggestions of essential competences for undergraduate education in Brazil. Next, the elaborated material was presented individually to 8 professionals with specialized training in palliative care from different areas (doctor, nurse, psychologist, occupational therapist) for analysis, accompanied by an interview with three open questions: 1) What would you suggest to improve the competences in palliative care for undergaduate medical education, given the material that was delivered to you? 2) Comment on the importance of interprofessionality in teaching in Palliative Care, emphasizing the biological, psychological, social and spiritual dimensions of care and 3) Talk about obstacles to the implementation and development of the proposal in the teaching of medical graduation. In the documentary analysis and in the interviews with the professionals, the categorical thematic content analysis proposed by Bardin was used. RESULTS: The initial documentary research resulted in 5 categories (Introduction, Symptom control, Interprofessional team, Palliative Care topics, Assistance in the last moments of life), 8 subcategories and 96 units of analysis that gave subsidy to the researcher to construct the suggestions of compentences, distributed in a framework in five modules, with their respective contents. From the interviews with the professionals, after reading the material that was given to them, 6 categories emerged (Basic principles of Palliative Care, Symptom management, Ethical and legal issues, Communication and psychosocial and spiritual aspects, Teamwork and Challenges for the implementation of proposal), in addition to 12 subcategories and 168 analysis units. About the category "Challenges for the implementation of the proposal" the conceptual unfamiliarity of managers and health professionals about palliative care appears, in the units of analysis, as one of the main obstacles to be overcome. From the speeches contained in the subcategories and units of analysis, emerged suggestions for better distribution of the modules, resulting in the renaming of these modules (Basic principles of Palliative Care, Symptom management, Teamwork, Ethical and legal issues, Assistance in the last moments of life), thus emphasizing the importance of interprofessional teamwork as an essential competency to be acquired in the teaching of Palliative Care at graduation. FINAL CONSIDERATIONS: The gap in undergraduate medical education about the many aspects that involve the terminatity of life can not be ignored in the face of the growing demand in medical practice. The discussion and improvement of Palliative Care competences suggested in this study will certainly be essential during medical education forums, so that we can have more clarity than is really needed for general practitioner training.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-03-13T14:17:48Z No. of bitstreams: 1 TeresaNeumannBeserraDantasFabricio_DISSERT.pdf: 897659 bytes, checksum: 6680a49cd5a89985f305643ea7481368 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-03-20T12:13:48Z (GMT) No. of bitstreams: 1 TeresaNeumannBeserraDantasFabricio_DISSERT.pdf: 897659 bytes, checksum: 6680a49cd5a89985f305643ea7481368 (MD5) / Made available in DSpace on 2018-03-20T12:13:48Z (GMT). No. of bitstreams: 1 TeresaNeumannBeserraDantasFabricio_DISSERT.pdf: 897659 bytes, checksum: 6680a49cd5a89985f305643ea7481368 (MD5) Previous issue date: 2017-12-07 / Introdu??o: a Resid?ncia M?dica ? um momento valioso na forma??o do futuro especialista, onde atrav?s do processo de ensino-aprendizagem em servi?o, estes vivenciam diversas experi?ncias junto aos pacientes, compartilhadas com a equipe multiprofissional sob a supervis?o de seus preceptores. A avalia??o 360 graus consiste na obten??o de informa??es de m?ltiplas fontes que circundam a esfera de influ?ncia do residente, sobre seu desempenho em diferentes tarefas, incluindo assim: autoavalia??o, avalia??o de pares, pacientes e equipe multiprofissional. Ao final da avalia??o de cada residente, o preceptor realiza um feedback, apontando os pontos positivos e os que precisar?o ser fortalecidos. Esse feedback deve ser regular e cont?nuo de modo a permitir ajustes necess?rios na aprendizagem, corroborando para uma melhor capacita??o do residente. Esse trabalho objetivou implantar a avalia??o 360 graus na Resid?ncia M?dica em ginecologia e obstetr?cia da Maternidade Escola Janu?rio Cicco da Universidade Federal do Rio Grande do Norte, implementar a capacita??o dos preceptores e aprimorar o processo avaliativo contribuindo para uma melhor forma??o dos m?dicos residentes. M?todos: Foi realizado um estudo longitudinal de coorte, descritivo, qualiquantitativo, do qual participaram 23 dos 24 residentes em ginecologia e obstetr?cia desta institui??o de ensino. Para implanta??o do novo modelo avaliativo foram programadas duas etapas, sendo a primeira a capacita??o in loco da equipe multiprofissional para utiliza??o do Mini-Clinical Evaluation Exercise e dos outros formul?rios; a segunda, foi o in?cio das avalia??es 360 graus nos residentes de ginecologia e obstetr?cia. A coleta dos dados foi realizada entre os meses de mar?o e outubro do corrente ano. Resultados: Foram aplicadas 92 avalia??es 360 graus nos 23 residentes, sendo todos os 04 formul?rios desta avalia??o respondidos. Os resultados foram armazenados em um banco de dados, em planilha do software Excel/Office? 2010. O teste Shapiro-Wilk atestou a normalidade de distribui??o dos dados. Os dados est?o expressos em m?dia e desvio padr?o. An?lise de vari?ncia one-way (ANOVA) foi utilizada para comparar as m?dias dos itens da avalia??o entre os per?odos de resid?ncia (R1, R2 e R3). Todos os itens de cada question?rio foram analisados e agrupados por ano de resid?ncia cursado, obtendo-se ent?o uma m?dia para cada dom?nio isoladamente e por ano de resid?ncia. O p?s-teste de Tukey foi utilizado para identificar as diferen?as em pares. Para todas as an?lises foi adotado um n?vel de signific?ncia estat?stica de 5%. Todas os dados foram analisados usando o SPSS vers?o 21.0 para Windows (Statistical Package for Social Sciences, Chicago, IL, USA). Na avalia??o dos resultados conforme a an?lise dos m?dicos e enfermeiros, com exce??o das vari?veis comunica??o e relacionamento com a equipe multiprofissional, trabalho em equipe, pontualidade e disponibilidade, todas as outras vari?veis analisadas se mostraram estatisticamente significativas (p<0,05), onde as compet?ncias dos residentes do primeiro ano obtiveram menores escores em rela??o aos dos anos subsequentes. Com rela??o a avalia??o dos pares, na an?lise do conhecimento m?dico, houve diferen?a entre as m?dias obtidas (p=0,029), mostrando que os residentes do terceiro ano s?o os portadores de maior conhecimento m?dico. Ainda nessa avalia??o, o residente do terceiro ano apresentou maior dificuldade na vari?vel relacionamento com equipe de sa?de (p=0,008). Na autoavalia??o, os residentes do primeiro ano apresentaram diferen?as nas vari?veis conhecimento m?dico, integridade, aspectos psicossociais da doen?a, manejo de problemas complexos, responsabilidade, manejo de pacientes hospitalizados e relacionamento com a equipe de sa?de; e obtiveram os menores escores em rela??o aos residentes dos anos seguintes (p<0,05). Conclus?o: A implanta??o da avalia??o 360? como m?todo avaliativo na Programa de Resid?ncia M?dica em Ginecologia e Obstetr?cia nesta institui??o, atrav?s deste trabalho, mostra que h? avan?os no desempenho das compet?ncias gerais dos m?dicos residentes com o passar dos anos cursados. A forma??o dos futuros especialistas, baseada na vis?o integral do paciente, possibilita o desenvolvimento de atitudes proativas e uma assist?ncia digna a sa?de da popula??o. / Medical Residency is a valuable time in the training of future specialist, where through the in-service learning-teaching process, these have lived several experiences with patients, in addition to sharing with the multiprofessional team, under the supervision of its preceptors. The 360? evaluation consists of obtaining information from multiple sources that have surrounded of influence sphere of residents, about their performance in different tasks, such as self-evaluation, peer evaluation, patients and multiprofessional team. At the end of evaluation of each resident, the preceptor has given feedback, pointing out the positive points, as well as ones that will need to be strengthened in order to make formative evaluation. This feedback should be regular and continuous so as to allow necessary adjustments in learning, corroborating a better qualification of the resident. The objective of this study was to implement 360-degree evaluation in the medical residency in gynecology and obstetrics of Maternidade Escola Janu?rio Cicco (MEJC) of Federal University of Rio Grande do Norte (UFRN), to implement the training of preceptors and to improve the evaluation process contributing to a training of resident physicians. METHODS: A longitudinal, descriptive, qualitative-quantitative study was carried out, in which 23 of 24 residents of gynecology and obstetrics (GO) of MEJC participated, and it was applied a 360-degree evaluation by 25 preceptors. For the implementation of the new evaluative model, two stages were programmed: the former being the in-service training of the multiprofessional team to use the Mini-Clinical Evaluation Exercise (mini-CEX) and other forms; the later, it was the start of 360-degree assessments of gynecology and obstetrics residents by preceptors. Data collection was carried out between March and October of the current year. A total of 92 multisource feedback distributed by the 23 residents were applied and all 4 forms that compose this evaluation were answered. The results were stored in a database in Excel / Office 2010 software spreadsheet and used ANOVA to evaluate differences between the groups means. The Tukey test was then applied. In assessing the results as the analysis of doctors and nurses, with the exception of variable communication and relationship with the multidisciplinary team, teamwork, punctuality, availability, all other variables were statistically significant (p <0.05), where the R1 competencies obtained lower scores than R2 and R3. Regarding the relation of the peers, in the analysis of the medical knowledge, there was difference between the means (p=0.029), showing that the R3 are the most knowledgeable bearers. Still in this evaluation the R3, also presented greater difficulty in relation with health team (p = 0.008). In medical R1 self-assessment showed differences in variable medical knowledge, integrity, psychosocial aspects of the disease management and responsibility complex problems and achieved lower scores in relation to R2 and R3 (p <0.05). The 360? -evaluation implementation as an evaluation method in the PRMGO will contribute to the improvement in the training of future specialists who, inserted in the society, can develop proactive attitudes allowing a dignified health care to the population. There is a need to invest in continuing education so that preceptors are stimulated and better trained within the process of teaching learning, as trainers of professionals with a holistic view of medicine.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-04-03T15:07:21Z No. of bitstreams: 1 JoeliaCelesteVieiraGermano_DISSERT.pdf: 15568846 bytes, checksum: 26bc6c13b087d718e177e6a89764c0c3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-04-10T20:55:58Z (GMT) No. of bitstreams: 1 JoeliaCelesteVieiraGermano_DISSERT.pdf: 15568846 bytes, checksum: 26bc6c13b087d718e177e6a89764c0c3 (MD5) / Made available in DSpace on 2018-04-10T20:55:58Z (GMT). No. of bitstreams: 1 JoeliaCelesteVieiraGermano_DISSERT.pdf: 15568846 bytes, checksum: 26bc6c13b087d718e177e6a89764c0c3 (MD5) Previous issue date: 2017-12-11 / Uma parcela significativa da popula??o brasileira que reside nos munic?pios do interior e na periferia das grandes cidades sofre com a falta de assist?ncia m?dica, pois nessas localidades ? recorrente a falta desses profissionais para atendimento aos usu?rios do Sistema ?nico de Sa?de (SUS). Essa escassez de m?dicos nos servi?os de sa?de muitas vezes ? relativa, j? que parte da problem?tica reside n?o apenas no quantitativo de m?dicos no Brasil, mas em sua distribui??o no territ?rio nacional. Entendendo esta dificuldade de provimento e fixa??o de profissionais no interior do pa?s, foi implementado em 2013, pelo Governo Federal, o Programa Mais M?dicos (PMM). Neste contexto foi criada a Escola Multicampi de Ci?ncias M?dicas da Universidade Federal do Rio Grande do Norte (EMCM/UFRN). O curso de medicina da EMCM busca formar profissionais adequados para atuar efetivamente no mercado de trabalho, particularmente no contexto rural e fora dos grandes centros urbanos, valorizando as necessidades de sa?de da popula??o e seus valores ?ticos e culturais. O presente estudo visa conhecer o perfil dos estudantes da EMCM com a expectativa de que as informa??es obtidas possam subsidiar as estrat?gias pedag?gicas utilizadas pela escola, objetivando um melhor desempenho acad?mico, contribuindo para a forma??o de m?dicos em sintonia com as necessidades do SUS. Os dados da pesquisa foram obtidos atrav?s da aplica??o de um question?rio encaminhado a todos os alunos das tr?s primeiras turmas do curso de medicina da EMCM. A maioria dos discentes da escola ? do sexo masculino, proveniente dos Estados do Rio Grande do Norte e da Para?ba, com renda familiar de at? 5 sal?rios m?nimos, usu?ria do SUS e benefici?ria de alguma a??o afirmativa para acesso ao ensino superior. / Significant part of Brazilian population that lives in rural or remote areas is affected by a lack of medical care, where usually there are not many professionals to assist patients of the Unified Health System (SUS). This shortage of doctors in health services is a relative concept, since the greatest problem is not in the number of doctors in Brazil, but their distribution throughout the national territory. The difficulty of providing and setting professionals in the country was the main reason for the Federal Government created the Mais M?dicos Programme (PMM). In this context, the Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM / UFRN) was created. The EMCM medical course seeks to train professionals to work effectively in the labor market, particularly in the rural context and outside the major urban centers, taking the health needs, ethical and cultural values of our population under advisement. This research aims to describe a profile of the students of the medical course of the EMCM in an attempt that the obtained information can subsidize pedagogical strategies that contribute with a better academic performance and consequently with the formation of physicians in line with the need of the SUS. The data was acquired from a questionnaire sent to all students of the first three classes of the medical course of EMCM. This research showed that most of the students are male, born in the states of Rio Grande do Norte or Paraiba, with a family income equal or less than 5 minimum wages, users of SUS and beneficiary of some inclusion policy.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T15:22:11Z No. of bitstreams: 1 JoseWilamyCosmeRabelo_DISSERT.pdf: 1459409 bytes, checksum: 267df4a3dffe457c4c17c4f28d860612 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-09T13:32:24Z (GMT) No. of bitstreams: 1 JoseWilamyCosmeRabelo_DISSERT.pdf: 1459409 bytes, checksum: 267df4a3dffe457c4c17c4f28d860612 (MD5) / Made available in DSpace on 2017-08-09T13:32:24Z (GMT). No. of bitstreams: 1 JoseWilamyCosmeRabelo_DISSERT.pdf: 1459409 bytes, checksum: 267df4a3dffe457c4c17c4f28d860612 (MD5) Previous issue date: 2017-06-22 / A Escola Multicampi de Ci?ncias M?dicas da Universidade Federal do Rio Grande do Norte (EMCM-UFRN) foi criada em 2013 com a implanta??o do curso de Medicina com campus no interior, no munic?pio de Caic?. O Projeto Pol?tico Pedag?gico (PPP) da EMCM segue o preconizado pelas Diretrizes Curriculares Nacionais (DCNs) do Curso de Gradua??o em Medicina ao adotar metodologias de ensino-aprendizagem centradas no aluno, tendo o professor como facilitador deste processo. A integra??o entre os conte?dos sob uma ?tica contextualizada leva a melhor compreens?o para uma aplica??o imediata dos saberes. Os conte?dos de Medicina Laboratorial (ML) est?o presentes em diversos segmentos do curr?culo do curso, sendo a disciplina ML, uma optativa que visa incrementar as habilidades de solicita??o/interpreta??o de dados laboratoriais, considerando o custo-benef?cio. O objetivo deste trabalho ? construir e aplicar a disciplina de ML utilizando metodologias ativas de ensino-aprendizagem a estudantes de medicina da EMCM e avaliar sua percep??o. Ao final da disciplina, foi aplicado um instrumento com 40 itens para avaliar o grau de concord?ncia dos estudantes sobre a efetividade do emprego de metodologia ativa na disciplina de ML. Utilizando a escala Likert, foram calculadas as m?dias, desvios padr?es (DP) modas e medianas das respostas, al?m de categorizar as m?dias em Ruins, Regulares ou Boas. Contando com a participa??o de 25 estudantes, foram analisadas as respostas sobre as tem?ticas: 1 - Disciplina, 2 - Infraestrutura, 3- Professores e 4 ? Alunos. A concentra??o das m?dias pr?xima ao limite superior da escala sugere positiva a percep??o dos alunos frente ?s quatro tem?ticas avaliadas. A maioria das m?dias dos itens se encaixaram na categoria Bom, sendo que nenhum item foi categorizado como Ruim. A partir da percep??o dos estudantes, ? poss?vel concluir que o emprego de metodologias ativas na disciplina ML pode levar o estudante a despertar a motiva??o intr?nseca pelo aprendizado, o que facilita o processo de ensino-aprendizagem. / The Multicampi School of Medical Sciences of the Federal University of Rio Grande do Norte (EMCM-UFRN) was created in 2013 with the implementation of the Medicine course with campus in the interior, in the municipality of Caic?. The EMCM's Pedagogical Political Project (PPP) follows the National Curricular Guidelines (DCNs) of the Medical Graduation Course by adopting student-centered teaching-learning methodologies, with the teacher as facilitator of this process. The integration of content from a contextualized perspective leads to a better understanding of the immediate application of knowledge. The contents of Laboratory Medicine (LM) are present in several segments of the curriculum of the course, being the LM discipline, an optional one that aims to increase the skills of requesting / interpreting laboratory data, considering cost-benefit. The objective of this study is to build and apply the ML discipline using active teaching-learning methodologies to EMCM medical students and to evaluate their perception. At the end of the course, an instrument with 40 items was applied to evaluate the students' degree of agreement on the effectiveness of the active methodology in LM. Using the Likert scale, the averages, standard deviations (SD), mode and medians of the responses were calculated, in addition to categorizing the averages in Bad, Regular or Good. With the participation of 25 students, the answers on the topics were analyzed: 1 - Discipline, 2 - Infrastructure, 3 - Teachers and 4 - Students. The concentration of means near the upper limit of the scale suggests a positive perception of the students in relation to the four themes evaluated. Most of the item averages fallen into the Good category, and no item was categorized as Bad. From the students' perceptions, it is possible to conclude that the use of active methodologies in the LM discipline can lead the student to awaken the intrinsic motivation for learning, which facilitates the teaching-learning process.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-28T23:44:47Z No. of bitstreams: 1 MarcelloFreireAlvesDeSouza_DISSERT.pdf: 1986391 bytes, checksum: 9141a1d4aa66ea914416e1981fed4e4f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-29T00:01:12Z (GMT) No. of bitstreams: 1 MarcelloFreireAlvesDeSouza_DISSERT.pdf: 1986391 bytes, checksum: 9141a1d4aa66ea914416e1981fed4e4f (MD5) / Made available in DSpace on 2016-03-29T00:01:12Z (GMT). No. of bitstreams: 1 MarcelloFreireAlvesDeSouza_DISSERT.pdf: 1986391 bytes, checksum: 9141a1d4aa66ea914416e1981fed4e4f (MD5) Previous issue date: 2015-04-10 / Atualmente a ecografia diagn?stica est? inserida em v?rias ?reas da atua??o m?dica e vem sendo realizada por diversos profissionais m?dicos, desde os que militam diretamente na ?rea da imagem como os imagenologistas (radiologistas e ultrassonografistas), at? os ginecologistas, pediatras, neurologistas, cl?nicos gerais, endocrinologistas, angiologistas, ortopedistas, reumatologistas, urologistas, cirurgi?es gerais e vasculares. ? bem sabido que o profissional m?dico, para o exerc?cio de sua miss?o, necessita de um amplo conjunto de habilidades, compet?ncias e atitudes desenvolvidas e exercitadas durante o seu per?odo de forma??o. Convivendo com estudantes de medicina ao longo de quase 20 anos em ambiente hospitalar, observei lacunas no processo de aprendizagem por parte dos alunos quanto ao que ? ultrassonografia diagn?stica e suas aplica??es, evidenciando-se falhas quanto ? compreens?o da ac?stica b?sica ecogr?fica, percebendo-se dificuldades quanto ? identifica??o das estruturas anat?micas nas imagens ecogr?ficas, inabilidade nas solicita??es de exames e nas interpreta??es das imagens e dos laudos. Partindo dessas constata??es, foi desenvolvido neste mestrado profissional um livro digital multim?dia que exp?e o que vem a ser a ultrassonografia como modalidade diagn?stica por imagem, tratando de sua historiografia e seus conceitos f?sicos/ac?sticos, relatando o processo de forma??o da imagem ecogr?fica, discorrendo sobre as caracter?sticas dos equipamentos ultrassonogr?ficos e suas tecnologias embarcadas, destacando-se suas aplica??es diagn?sticas, estas ?ltimas apresentadas por meio de v?deos nos quais ser?o descritos aspectos das imagens ecogr?ficas captadas. Esse livro estar? dispon?vel para acesso em formato digital, servindo de ferramenta did?tica ? forma??o m?dica desde o in?cio da gradua??o e poder? ser utilizado conjuntamente com a disciplina de anatomia topogr?fica e descritiva, oferecida no ciclo b?sico do curso de gradua??o em medicina da Universidade Federal do Rio Grande do Norte-UFRN. / Currently, the diagnostic ultrasound is inserted in various areas of medical action and carried out by many medical professionals, from which militate directly in the image area, such as radiologists and sonographers, but also by gynecologists, pediatricians, neurologists, general practitioners, endocrinologists, angiologists, orthopedists, rheumatologists, urologists, general and vascular surgeons. It is well known that the medical professional, for the exercise of its mission, requires a broad set of skills, competencies and attitudes developed and exercised during their training period. Living with medical students over nearly 20 years in hospital environment, I noticed gaps in the learning process by the students about what is diagnostic ultrasound and its applications, demonstrating failures as understanding the basic acoustic ultrasound, difficulties in identifying of anatomical structures in ultrasound images and inability in requests examinations and interpretations of images and reports. Based on these findings, it was developed in this Professional Masters a multimedia digital book that exposes what the ultrasound as a diagnostic modality imaging, dealing with its historiography and its physical/acoustic concepts, relating the process of formation of the ultrasound image, discussing about the features of sonographic equipments and their embedded technologies and highlighting its diagnostic applications , the latter presented through videos which will be described aspects of captured ultrasound images. This book will be available for access in digital format, serving as a teaching tool in medical education since the beginning of the course, so that can be used in conjunction with the discipline of Gross Anatomy, offered in the basic cycle of the Medicine Undergraduate Course of the Federal University of Rio Grande do Norte (UFRN).

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-03-29T00:26:37Z No. of bitstreams: 1 AnaMariaGomesDosSantos_DISSERT.pdf: 838984 bytes, checksum: 79754d419aeb464501c87eab29b83672 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-03-29T19:28:10Z (GMT) No. of bitstreams: 1 AnaMariaGomesDosSantos_DISSERT.pdf: 838984 bytes, checksum: 79754d419aeb464501c87eab29b83672 (MD5) / Made available in DSpace on 2016-03-29T19:28:10Z (GMT). No. of bitstreams: 1 AnaMariaGomesDosSantos_DISSERT.pdf: 838984 bytes, checksum: 79754d419aeb464501c87eab29b83672 (MD5) Previous issue date: 2015-04-29 / INTRODU??O: As pol?ticas de forma??o em sa?de no Brasil v?m passando por profundas transforma??es, resultado da reforma sanit?ria e do rompimento com o modelo biom?dico, ainda hegem?nico. No entanto, o paradigma da integralidade vem sendo introduzido na sa?de e, para a consolida??o desse conceito, a forma??o vem se apropriando de novas abordagens metodol?gicas. Pode-se mencionar a intera??o ensino-servi?o (ensino-servi?o-comunidade), cuja proposta permite a amplia??o da percep??o acerca do processo sa?de-doen?a, al?m da garantia dos compromissos da forma??o para/com o SUS. OBJETIVO: Compreender, a partir dos profissionais de sa?de, a relev?ncia da intera??o ensino-servi?o-comunidade, na forma??o profissional dos estudantes da Faculdade de Ci?ncias da Sa?de/UFRN. PROCEDIMENTOS METODOL?GICOS: Estudo fundamentado na abordagem qualitativa, a t?cnica utilizada para obten??o dos dados da pesquisa foi o grupo focal (GF). Foram realizados 2 GFs em duas unidades b?sica de sa?de da fam?lia do munic?pio de Santa Cruz ? RN, onde participaram profissionais da equipe da estrat?gia de sa?de da fam?lia. As discuss?es foram conduzidas a partir de um roteiro previamente elaborado. A an?lise dos resultados foi realizada a partir da t?cnica de conte?do tem?tica categorial. RESULTADOS Participaram do estudo, 18 profissionais de sa?de, sendo 13 (72%) do sexo feminino. Para esses profissionais, a intera??o ensino-servi?o permite ao estudante compreender o modelo de aten??o integral em sa?de, visto que o contato com a comunidade amplia a sua percep??o acerca do processo sa?de-doen?a, como tamb?m permite reconhecer a import?ncia do trabalho em equipe para aten??o integral em sa?de. CONSIDERA??ES FINAIS: Os resultados indicam a import?ncia da pol?tica de reorienta??o no contexto da forma??o para que os alunos tenham precocemente contato com o servi?o e, dessa forma desenvolva habilidades t?cnicas e relacionais no contexto ao qual for inserido. / INTRODUCTION: In Brazil, the health training policies have been going through deep changes, which are the fruits of the sanitary reform and of the breakage with the biomedical model, still hegemonic. Nevertheless, the paradigm of comprehensiveness is being introduced in health and, in order to consolidate this concept, the training has been gaining new methodological approaches. One can mention the teaching-service interaction (education-health system/citizenship health), whose proposal enables the expansion of the perception of the health-disease process, as well as the warranty of compromises of training in relation to SUS. OBJECTIVE: Understand, from health professionals, the relevance of teaching-service-community interaction, vocational training of students of the Faculty of Health Sciences / UFRN. METHODOLOGICAL PROCEDURES: This study is grounded on qualitative approach. The technique used to obtain research data was the focus group. Two focus groups (FG) were accomplished in two family basic health units of the municipality of Santa Cruz ? RN, where there is participation of professionals of the Family Health Strategy. The discussions were performed from a previously elaborated script. The analysis of results was held from the categorical thematic content technique. RESULTS: The study had the participation of 18 health professionals, and 13 (72%) were females. For these professionals, the teaching-service interaction enables the student to understand the model of comprehensive health care, since the contact with the community enhances its perception about the health-disease process, but also enables recognizing the importance of teamwork to comprehensive health care. FINAL CONSIDERATIONS: The results highlight the importance of a policy of reorientation within the context of training so that students have an early contact with the service and therefore develop technical skills within the context in which they are inserted.