Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T19:39:20Z No. of bitstreams: 1 AdsonJoseMartinsVale_DISSERT.pdf: 14003565 bytes, checksum: c871eb04fc62efb93ff0f97e88496f17 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T19:49:49Z (GMT) No. of bitstreams: 1 AdsonJoseMartinsVale_DISSERT.pdf: 14003565 bytes, checksum: c871eb04fc62efb93ff0f97e88496f17 (MD5) / Made available in DSpace on 2016-04-07T19:49:49Z (GMT). No. of bitstreams: 1 AdsonJoseMartinsVale_DISSERT.pdf: 14003565 bytes, checksum: c871eb04fc62efb93ff0f97e88496f17 (MD5) Previous issue date: 2015-04-24 / Para a atua??o em urg?ncias, ? importante que os profissionais de sa?de desenvolvam habilidades espec?ficas e diferenciadas, partindo do planejamento da capacita??o em urg?ncia. Assim, os cursos de medicina e enfermagem devem favorecer o desenvolvimento dessas habilidades e avali?-las atrav?s de v?rios instrumentos direcionados para os diversos dom?nios. O objetivo do presente estudo foi implementar um componente curricular optativo e interprofissional, voltado para a educa??o interprofissional em urg?ncia pr?-hospitalar para os cursos de medicina e enfermagem da Universidade Federal do Rio Grande do Norte (UFRN). Trata-se de um estudo descritivo explorat?rio, com 24 discentes de medicina do internato e de enfermagem do est?gio supervisionado, que realizaram est?gio te?rico-pr?tico no atendimento de urg?ncias pr?- hospitalares. Foram realizadas aulas semanais te?rico-pr?ticas por um semestre letivo, ministradas por m?dicos e enfermeiros do Atendimento Pr?- Hospitalar (APH), cujos temas abordados foram: suporte b?sico de vida (SBV), suporte avan?ado de vida (SAV), transporte seguro em urg?ncias cl?nicas, traum?ticas, gineco-obst?tricas, pedi?tricas e psiqui?tricas, al?m de terem sido realizadas atividades pr?ticas em ambul?ncias. Os discentes foram avaliados por pr?-teste, p?s-teste e esta??es pr?ticas realizadas atrav?s do Objective Structured Clinical Evaluation (OSCE), no Laborat?rio de Habilidades do Centro de Ci?ncias da Sa?de. Durante as atividades, os alunos foram estimulados ao racioc?nio cr?tico-reflexivo, ressaltando a import?ncia da integra??o entre os diversos profissionais de assist?ncia ? sa?de. Observou-se que 88% dos alunos apresentaram aumento de escore em rela??o ao pr?-teste. Na avalia??o do processo realizada pelos estudantes de medicina e enfermagem da UFRN, foram apresentadas expectativas semelhantes ? rela??o com as habilidades essenciais adquiridas durante a atividade de forma??o. Al?m de contribuir para organizar esta??es pr?ticas, identificando habilidades cl?nicas b?sicas, e implementando instrumentos de avalia??o para discente da UFRN, os resultados do presente estudo servir?o de base para organiza??o da atividade de forma??o interprofissional em urg?ncia pr?-hospitalar do curso m?dico e de enfermagem. / To acting in emergencies it is important that health professionals develop specific and differentiated skills, which shows us the importance of training in emergency planning. So undergraduate courses in medicine and nursing should encourage the development of these skills and evaluate them through various instruments targeted to the different fields. The aim of this study was to implement an optional and interprofessional curricular component, focusing on interprofessional education in pre-hospital emergency for medical and nursing courses Federal University of Rio Grande do Norte (UFRN). This is an exploratory descriptive study, with 24 medical and nursing graduates of last year undergraduate of supervised training, who underwent theoretical and practical training in the care of pre-hospital emergency services. There were theoretical and practical lessons per week for one school semester, taught by doctors and nurses of the Emergency Medical Service (EMS), where the topics discussed were: basic and advanced life support, safe transport in clinical emergencies, trauma, gynecological, obstetric, pediatric and psychiatric diseases, and have been carried out practical activities in ambulances. The students were evaluated by pre-test, post-test and practical stations made through the Objective Structured Clinical Evaluation (OSCE), in the skills laboratory of the Health Sciences Center. During the activities the students were encouraged to critical and reflective thinking, highlighting the importance of integration between the various health care professionals. It was observed that 88% of the students had a score increase over the pre-test. In the evaluation process carried out by medical students and nursing UFRN have similar expectations regarding the essential skills acquired during the training activity. The results of this study will form the basis for the organization of interprofessional education activity in pre-hospital emergency medical students and nursing, as well as helped to organize practices stations, identifying basic clinical skills, and implementing student assessment tools UFRN.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T19:48:14Z No. of bitstreams: 1 CarlaSuelySouzaDePaula_DISSERT.pdf: 3141640 bytes, checksum: 8df6c9fbfa7e48bbca781e99274b243d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T20:31:55Z (GMT) No. of bitstreams: 1 CarlaSuelySouzaDePaula_DISSERT.pdf: 3141640 bytes, checksum: 8df6c9fbfa7e48bbca781e99274b243d (MD5) / Made available in DSpace on 2016-04-07T20:31:55Z (GMT). No. of bitstreams: 1 CarlaSuelySouzaDePaula_DISSERT.pdf: 3141640 bytes, checksum: 8df6c9fbfa7e48bbca781e99274b243d (MD5) Previous issue date: 2015-04-30 / A educa??o interprofissional ainda representa um grande desafio para a educa??o em sa?de. O objetivo deste estudo foi implementar a Visita Interprofissional da Cardiologia (VIC) como estrat?gia de ensino da educa??o interprofissional na gradua??o e p?s-gradua??o da Universidade Federal do Rio grande do Norte (UFRN). Trata-se de um estudo tipo pesquisa-a??o, explorat?rio, prospectivo realizado de mar?o de 2013 a novembro de 2014, no Servi?o de Cardiologia do Hospital Universit?rio Onofre Lopes (HUOL), envolvendo profissionais da ?rea da sa?de (m?dicos, psic?logos, fisioterapeutas, odont?loga, assistentes sociais, farmac?uticos, enfermeiros e nutricionistas) e estudantes de gradua??o e p?s-gradua??o dos cursos de sa?de da UFRN. O estudo ocorreu em tr?s etapas: Planejamento da atividade interprofissional, Implementa??o da atividade ?Visita Interprofissional de Cardiologia (VIC)? e Avalia??o da atividade, sendo a ?ltima realizada atrav?s de grupos focais. Ap?s dois meses de planejamento, iniciamos a etapa de implementa??o onde foram realizadas 60 reuni?es, envolvendo 1324 participantes, sendo discutido um caso cl?nico por sess?o. Ap?s apresenta??o de cada caso, houve discuss?o interprofissional, ressaltando a especificidade de cada profissional para melhoria do cuidado integral com paciente em quest?o. Os grupos focais foram avaliados pela An?lise Categorial de Bardin onde emergiram cinco categorias: Reconhecimento da participa??o em atividades interprofissionais pr?vias, Vis?o conceitual de atividades interprofissionais, Impactos da VIC na assist?ncia, Contribui??es da VIC na forma??o e Desafios da manuten??o da VIC. O processo de planejamento e implementa??o da VIC 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, bem como dificuldades na concilia??o de hor?rios. A VIC foi considerada uma experi?ncia exitosa, sendo bastante elogiada e reconhecida como iniciativa positiva para a melhoria da assist?ncia prestada ao paciente cardiopata. Foi observado, pela an?lise dos grupos focais, que a VIC ? uma estrat?gia que impacta positivamente tanto a assist?ncia quanto o ensino, contudo, permanecem algumas dificuldades importantes, como a falta de recursos humanos e a dificuldade de alguns profissionais para se integrarem sistematicamente. / The interprofessional education still represents a great challenge for the health education. This paper aims at implementing the Interprofessional Cardiology Visit (VIC, acronym in Portuguese) as a teaching strategy for the interprofessional education in the undergraduate and graduate courses of UFRN (Federal University of Rio Grande do Norte, acronym in Portuguese). It is a prospective and exploratory study held from March 2013 to November 2014, in the cardiology department of HUOL (Portuguese acronym for Onofre Lopes University Hospital), including health professionals from the mentioned hospital (doctor, psycologist, physiotherapist, dentist, social assistant, nutritionist, pharmacist and nurse), undergraduate and graduate students from the health courses of UFRN. The study happened in three parts: interprofessional activity planning; Implementation of the activity ?Interprofessional Cardiology Visit (VIC)?; and Activity evaluation, this last one was made through focus groups. The process of planning and implementation of the VIC was described during the implementation phase: 60 meetings in which 1324 participants discussed one specific patient per meeting. After each case presentation, an interprofessional discussion was held, pointing out each professional?s specific point of view towards improving the overall care of that discussed patient. From the focus group analysis, five categories emerged: Recognition of previous participations in interprofessional activities; Conceptual vision of interprofessional activities; Impacts of the VIC to the patient?s care; Contributions of VIC to the professional training; and Challenges of VIC continuation. The making and planning of VIC process has reached its goals, despite of some health professional?s participation not being systematic due to work overload, such as the nurses? case, as well as schedule difficulties. The VIC was praised as a successful experience and considered an initiative with positive impact for improving the care of patients with heart diseases. It is clear, from analyzing the discourses, that the VIC is a strategy which positively impacts both the care and the teaching. However, some difficulties remain, such as the lack of human resources and the challenge of making it systematic.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T20:03:29Z No. of bitstreams: 1 GizeudaTeixeiraDeAraujo_DISSERT.pdf: 524962 bytes, checksum: c415f477a7cd0c9a3512a0bb8580d550 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T23:20:03Z (GMT) No. of bitstreams: 1 GizeudaTeixeiraDeAraujo_DISSERT.pdf: 524962 bytes, checksum: c415f477a7cd0c9a3512a0bb8580d550 (MD5) / Made available in DSpace on 2016-04-07T23:20:03Z (GMT). No. of bitstreams: 1 GizeudaTeixeiraDeAraujo_DISSERT.pdf: 524962 bytes, checksum: c415f477a7cd0c9a3512a0bb8580d550 (MD5) Previous issue date: 2015-04-30 / OBJETIVO: descrever perfil das principais causas de encaminhamentos inadequados da aten??o prim?ria para o pr?-natal de alto risco, como subs?dio para o planejamento de a??es voltadas para a qualifica??o do ensino de compet?ncias essenciais na ?rea da sa?de materna. M?TODOS: estudo com delineamento transversal, baseado na an?lise documental de todos os encaminhamentos de gestantes para o servi?o de pr?-natal de alto risco (PNAR) da Maternidade Escola Janu?rio Cicco (MEJC), servi?o de refer?ncia obst?trica para o estado do Rio Grande do Norte. Todas as gestantes encaminhadas no per?odo de junho a dezembro de 2014 (n=771) passaram por consulta de triagem, na qual foi preenchido formul?rio para an?lise da causa cl?nica que motivou o encaminhamento para o PNAR. Os encaminhamentos foram classificados como adequados, inadequados ou inconclusivos. RESULTADOS: foram detectados 188 encaminhamentos inadequados (24,4%) e 93 inconclusivos (12,1%), totalizando 36,5% de encaminhamentos inapropriados. As principais causas identificadas nos encaminhamentos inadequados foram: gesta??o de baixo risco (12,8%), hipertens?o arterial n?o confirmada (12,1%), amea?a de abortamento (8,9%), gravidez na adolesc?ncia (7,1%), toxoplasmose (5,3%), incompatibilidade sangu?nea RH (4,6%) e infec??o do trato urin?rio (4,3%). Os dados obtidos fornecem subs?dios para os seguintes produtos: 1) planejamento de atividades de educa??o permanente voltadas para os profissionais da sa?de da aten??o prim?ria, alunos de gradua??o e residentes; e 2) formula??o de uma plataforma virtual para suporte aos profissionais que necessitam encaminhar pacientes ao PNAR, atrav?s do programa de Telessa?de. CONCLUS?O: os resultados do trabalho s?o de grande relev?ncia no contexto atual da forma??o profissional em sa?de, com potencial para impactar positivamente n?o apenas no desenvolvimento de compet?ncias relacionadas ? sa?de materna na gradua??o e p?s-gradua??o mas tamb?m na qualifica??o da aten??o ? sa?de prestada ? popula??o. / OBJECTIVE: to identify a profile of the main causes of inappropriate referrals from primary care to specialized services, as strategy for the curriculum development of core competencies related to maternal health. METHODS: a cross-sectional study was performed using document analysis of all referrals of pregnant women from primary care to the high-risk pregnancy service, state of Rio Grande do Norte, Brazil. All pregnant women referred from June to December 2014 (n = 771) were included. According to their causes the referrals were categorized as adequate, inadequate or inconclusive. RESULTS: a total of 188 referrals were classified as inadequate (24.4%) and 93 inconclusive (12.1%) totalizing 36.5% of inappropriate referrals. The main causes identified in these inappropriate referrals were: low-risk pregnancy (12.8%), unconfirmed hypertension (12.1%), risk of abortion (8.9%), teenage pregnancy (7.1%) , toxoplasmosis (5.3%), Rh incompatibility (4.6%) and urinary tract infection (4.3%). These data contributed to the formulation of the following products: 1) a continuing education program for health professionals working in primary care, undergraduate students and residents; and 2) development of a virtual platform to support professionals who need to refer patients to high-risk pregnancy service. CONCLUSION: the results of this study are relevant in the current context of education of health professionals, with potential for positively impact not only in the development of skills related to maternal health in undergraduate and graduate education, as well as contributing for improvement of the health care of the population.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2018-02-15T13:28:13Z No. of bitstreams: 1 GleisseAguiarSilvaDeAlmeida_DISSERT.pdf: 634902 bytes, checksum: 77d1248d29a094cdfd5f9bdd3ccdbb9c (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2018-02-20T19:35:38Z (GMT) No. of bitstreams: 1 GleisseAguiarSilvaDeAlmeida_DISSERT.pdf: 634902 bytes, checksum: 77d1248d29a094cdfd5f9bdd3ccdbb9c (MD5) / Made available in DSpace on 2018-02-20T19:35:38Z (GMT). No. of bitstreams: 1 GleisseAguiarSilvaDeAlmeida_DISSERT.pdf: 634902 bytes, checksum: 77d1248d29a094cdfd5f9bdd3ccdbb9c (MD5) Previous issue date: 2017-12-07 / INTRODU??O: Ensinar habilidades em t?cnica cir?rgica ? uma das tarefas mais importantes na ?rea de ensino em tocoginecologia e requer a presen?a de um tutor capacitado e de um m?todo avaliativo dispon?vel, de f?cil aprendizagem e que seja capaz de abranger as diversas etapas do ensino. OBJETIVO: Analisar e aplicar o Operative Performance Rating System (OPRS) como instrumento de avalia??o em cen?rios reais de pr?tica cir?rgica ginecol?gica a fim de avaliar alunos da gradua??o em medicina e residentes, como complementa??o dos m?todos avaliativos j? existentes. METODOLOGIA: Estudo transversal, descritivo, quantitativo que avaliou o desempenho de estudantes e residentes de ginecologia obstetr?cia, durante a execu??o de cirurgias ginecol?gicas em hospital universit?rio. Os alunos foram avaliados de acordo com os escores obtidos nos itens do OPRS (escala de Likert de 5- anatomia; instrumental cir?rgico; fluxo da cirurgia, intera??o com a equipe e desempenho global). O escore do instrumento varia de 4 a 20 pontos. O software Statistical Package for the Social Sciences, vers?o 21, foi utilizado para an?lise dos dados, aplicando An?lise de Vari?ncia, teste de Tukey e teste t de student. RESULTADOS: Foram realizadas 218 avalia??es, sendo composta por 24 residentes e 123 graduandos de medicina. Comparando as m?dias das vari?veis dos itens do OPRS, observou-se uma diferen?a entre as m?dias nos itens da avalia??o com o per?odo de gradua??o e resid?ncia (p < 0,001). Entre os graduandos, evidenciou-se diferen?a nas m?dias dos itens da avalia??o (p < 0,05), exceto para o item intera??o (p < 0,108). Para os residentes, a an?lise apresentou diferen?a nas m?dias dos itens da avalia??o relacionadas ao tempo de resid?ncia m?dica (p<0,001). CONCLUS?O: O uso do OPRS no processo de avalia??o de residentes e graduandos possibilita uma diferencia??o entre os n?veis de conhecimento, permitindo a monitoriza??o do progresso de acordo com o tempo de estudo oferendo ainda um feedback imediato sobre o desempenho na pr?tica cir?rgica. / INTRODUCTION: Teaching skills in surgical technique is one of the most important tasks in the area of teaching gynecology, and requires the presence of a trained tutor and an available evaluative method, easy to learn and capable of covering the various stages of teaching. OBJECTIVE: To analyze and apply the Operative Performance Rating System (OPRS) as a tool of evaluation in real scenarios of surgical practice, to evaluate undergraduate students and residents, as a complement to the existing evaluation methods. METHODS: Cross-sectional, descriptive, quantitative study that assessed the performance of students and residents during the execution of gynecological surgeries in a university hospital. The students were evaluated according to the scores obtained in the OPRS items (Likert scale of 5- anatomy, surgical instruments, surgery flow, interaction with the team and overall performance). The instrument score ranges from 4 to 20 points. The software Statistical Package for the Social Sciences, version 21, was used to analyze the data, applying Analysis of Variance, Tukey test and student t-test. RESULTS: Comparing the means of the variables of the OPRS items, a difference was observed between the methods in the evaluation items according to to the graduation and residence period (p <0.001). Among the undergraduates, there was a difference in the means of the evaluation items (p <0.05), except for the item interaction (p <0.108). For the residents, the analysis showed a difference in the means of the evaluation items related to the medical residence time (p <0.001). CONCLUSION: The use of OPRS in the evaluation process of residents and undergraduates allows a differentiation between levels of knowledge, allowing the monitoring of progress according to the study time and offering immediate feedback on the performance in the surgical practice.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T15:16:58Z No. of bitstreams: 1 AramisCostaSantos_DISSERT.pdf: 1449799 bytes, checksum: 21253082d6aaf7c92d4c5bfe9f2b9792 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-09T12:33:32Z (GMT) No. of bitstreams: 1 AramisCostaSantos_DISSERT.pdf: 1449799 bytes, checksum: 21253082d6aaf7c92d4c5bfe9f2b9792 (MD5) / Made available in DSpace on 2017-08-09T12:33:32Z (GMT). No. of bitstreams: 1 AramisCostaSantos_DISSERT.pdf: 1449799 bytes, checksum: 21253082d6aaf7c92d4c5bfe9f2b9792 (MD5) Previous issue date: 2017-06-22 / Nos dias atuais, mesmo com os meios massivos de comunica??o/informa??o 24 horas dispon?veis refor?ando a import?ncia de a vacina??o estar atualizada para preven??o de morbidades infecciosas, o atraso de vacinas na popula??o infantil ? um fato comum em todos os estratos sociais, decorrente dos mitos populares e dos err?neos efeitos adversos, muitas vezes refor?ados pelos profissionais de sa?de envolvidos. Diante disso, o objetivo deste projeto foi desenvolver um programa de educa??o permanente em imuniza??o da crian?a para os profissionais da sa?de da Aten??o B?sica da 4? Unidade Regional de Sa?de P?blica do Rio Grande do Norte e aperfei?oar o ensino desta tem?tica na gradua??o de Medicina da Escola Multicampi de Ci?ncias M?dicas da UFRN (EMCM). Com base na bibliografia pertinente ? tem?tica, foi estruturado o minicurso e confeccionados a cartilha e o manual docente. Ap?s ministrar o curso, foi aplicado um instrumento para avaliar o grau de satisfa??o dos participantes quanto ao minicurso no que tange ? auto avalia??o. Utilizando a escala Likert, foram calculadas as m?dias e desvios padr?es das respostas de 13 participantes e, posteriormente, categorizadas em: Ruim (? 2), Regular (entre 2 e 4) e Bom (? 4). Todas as respostas apresentaram m?dias superiores a 4,0 pontos, consequentemente categorizados como Bom. Os resultados mostram que houve uma percep??o positiva dos estudantes alvo ? respeito de sua participa??o, sugerindo que o formato do Minicurso favoreceu satisfatoriamente ? educa??o permanente sob a tem?tica de imuniza??o infantil. / Nowadays, even with the 24-hour mass media / information available, reinforcing the importance of vaccination being updated for the prevention of infectious morbidities, the delay of vaccines in the child population is a common fact in all social strata due to the myths Popular and the erroneous adverse effects, often reinforced by the health professionals involved. In view of this, the objective of this project was to develop a permanent education program in immunization of the child for the health professionals of Primary Care of the 4th Regional Public Health Unit of Rio Grande do Norte and to improve the teaching of this subject in the graduation of Medicine of the School Multicampi of Medical Sciences of UFRN (EMCM). Based on the bibliography pertinent to the theme, the mini-course was structured and the booklet and the teaching manual were made. After giving the course, an instrument was applied to evaluate the degree of satisfaction of the participants regarding the mini-course in relation to self-evaluation. Using the Likert scale, the means and standard deviations of the responses of 13 participants were calculated and then categorized into: Bad (? 2), Regular (between 2 and 4) and Good (? 4). The results show that there was a positive perception of the target students about their participation, suggesting that the format of the mini-course satisfactorily favored permanent education under the theme of immunization Child.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-08-01T15:48:11Z No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-08-09T15:10:55Z (GMT) No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) / Made available in DSpace on 2017-08-09T15:10:55Z (GMT). No. of bitstreams: 1 RebecaMariaDeMedeirosVieira_DISSERT.pdf: 585800 bytes, checksum: 1bbb514a54ea2d605fb10d23edf668c3 (MD5) Previous issue date: 2017-05-26 / Este estudo problematizou o processo de implementa??o de um curr?culo baseado no ensino em comunidade em uma escola m?dica criada no ?mbito do Programa Mais M?dicos, no sert?o nordestino. Para tanto, trabalhou-se com interlocu??es te?ricas entre narrativas, mem?ria e curr?culo. Teve-se por objetivo compreender como docentes m?dicos experienciam o ensino baseado na comunidade, tendo em vista suas mem?rias da forma??o m?dica. Trata-se de estudo qualitativo, nos marcos da hist?ria oral. Para produ??o das narrativas e contextualiza??o dos sujeitos utilizaram-se observa??es participantes, question?rios socioecon?micos e entrevistas individuais semiestruturadas. As informa??es foram analisadas pela t?cnica de codifica??o tem?tica. Os resultados s?o apresentados e discutidos por meio de duas categorias tem?ticas: ?eles ser?o m?dicos dentro de uma comunidade?: curr?culo, mem?ria e forma??o m?dica e ?na hora que eu cheguei l?, quis ir embora?: atua??o docente no ensino baseado na comunidade. As narrativas desvelaram as disparidades e incongru?ncias entre uma forma??o m?dica modelada nas prescri??es do curr?culo ?tradicional? e as expectativas de atua??o docente num curr?culo ?inovador?, caracterizado pela centralidade do estudante e das necessidades de sa?de locais que produzem arranjos pedag?gicos diversos pr?prios do ensino baseado na comunidade. Esses aspectos aprofundam as dificuldades vivenciadas no in?cio da carreira docente e evidenciam a necessidade de investimentos em desenvolvimento docente nos cursos m?dicos, em geral, e nos rec?m-criados, em particular. / Medical Education in Brazil is currently undergoing major curricular transformations and Community Based Education has become a potential scenario for the teaching-learning process. The Multicampi School of Medical Sciences of UFRN (EMCM) was created in the perspective of this change of curriculum and training of professionals with critical and reflexive thinking, with insertion from the first semester into the community environment. Medical teachers working in this context were trained in the traditional medical teaching model, where teaching in the community did not exist or was little explored. Thus, it was observed the need to understand how the memories of medical training triggered in the community environment are expressed in the experience of teaching in the community of EMCM medical teachers. The study is based on the qualitative approach, the technique used to obtain the research data was the interview, with semi-structured script. The analysis of the results was performed using the categorical thematic analysis technique. From this analysis two categories emerged: "They will be doctors within a community": curriculum, memoirs and medical training and "When I got there, I wanted to leave": experiences and memories of a rite of passage, which are in the process of Discussion according to the literature.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T20:00:18Z No. of bitstreams: 1 ElaineCristinaAlves_DISSERT.pdf: 1400791 bytes, checksum: 733a0735d7cf09c94748695b815cb1a5 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T23:12:22Z (GMT) No. of bitstreams: 1 ElaineCristinaAlves_DISSERT.pdf: 1400791 bytes, checksum: 733a0735d7cf09c94748695b815cb1a5 (MD5) / Made available in DSpace on 2016-04-07T23:12:22Z (GMT). No. of bitstreams: 1 ElaineCristinaAlves_DISSERT.pdf: 1400791 bytes, checksum: 733a0735d7cf09c94748695b815cb1a5 (MD5) Previous issue date: 2015-04-29 / Os Programas de Resid?ncia Multiprofissional em Sa?de da Universidade Federal do Rio Grande do Norte (PRMS/UFRN) tem como pilares orientadores o processo de aprendizagem do ensino em servi?o, o trabalho multiprofissional interdisciplinar e seguir os princ?pios e diretrizes do Sistema ?nico de Sa?de (SUS). Embora os PRMS/UFRN tenham sido idealizados com foco na aten??o hospitalar, o processo de forma??o na inser??o dos residentes na Aten??o Prim?ria ? Sa?de (APS) ocupa importante papel, pois esses necessitam vivenciar todos os n?veis de aten??o, j? que o processo de educa??o pelo trabalho a que se prop?e a Resid?ncia ? baseado na integralidade da aten??o ? sa?de. Diante disso, a presente pesquisa buscou elucidar a inser??o desses residentes nos servi?os de APS, atrav?s de uma abordagem qualitativa de estudo de caso, onde a coleta dos dados foi realizada em dois momentos distintos: no primeiro momento, foi realizado um question?rio, mediante um roteiro semiestruturado, com os residentes dos PRMS/UFRN, Campus Natal; na segunda etapa, foi realizada a t?cnica de grupo focal com um grupo de nove residentes, e os dados foram analisados a partir da an?lise de conte?do tem?tica categorial. A partir do processo de categoriza??o emp?rica, emergiram categorias e subcategorias, dentre as quais, os aspectos positivos e as potencialidades da inser??o dos residentes na APS. Foi detectada a articula??o de a??es de promo??o, preven??o e recupera??o da sa?de; forma??o na integralidade do cuidado ? sa?de, atividades multiprofissionais e de integra??o ensino-servi?o-comunidade. Em rela??o ?s dificuldades encontradas nessa viv?ncia, nos deparamos com a organiza??o e o planejamento das atividades do rod?zio, a preceptoria, o processo de trabalho encontrado nas Unidades B?sicas de Sa?de (UBS), al?m de fatores externos ? pr?tica educacional, como a quest?o da seguran?a nessas comunidades. Assim, com esse diagn?stico situacional, foi poss?vel perceber que os residentes identificaram a import?ncia deste rod?zio para a sua forma??o profissional, j? que esses est?o inseridos em programas de p?s-gradua??o na aten??o hospitalar. Como produto imediato deste estudo, ser? apresentado um relat?rio que promover? um espa?o para a discuss?o e avalia??o deste rod?zio pelas coordena??es dos PRMS/UFRN, em busca de adequa??es organizacionais e pedag?gicas, al?m da proposi??o de capacita??es para os atores envolvidos com esse processo, visando ? implanta??o de melhorias no rod?zio da APS, em prol da forma??o qualificada de profissionais para o SUS. / The Health Multiprofessional Residency Program of the Federal University of Rio Grande do Norte (PRMS/UFRN) adopts as guiding keystones the learning process of in-service teaching, the interdisciplinary multiprofessional work and the compliance with the principles and guidelines of the Brazilian Unified Health System (SUS). Although PRMS/UFRN have been idealized with a focus on hospital care, the training process in the insertion of residents in the Primary Health Care (PHC) has an important role because they need to experience all levels of care, taking into account that the educational process through work proposed by the Residence is based on the comprehensiveness of health care. In light of the foregoing, the present research has sought to elucidate the insertion of these residents in PHC services, through a qualitative approach of case study, where data collection was held in two different moments: firstly, a questionnaire was accomplished, through an semi-structured script, with the residents of PRMS/UFRN, Natal Campus; subsequently, the focus group technique was accomplished with a group of nine residents, and data were analyzed from the categorical thematic content analysis. From the process of empirical categorization, categories and subcategories were raised, among which, the positive aspects and potentialities of insertion of residents in PHC. We detected the articulation of actions for promoting, preventing and recovering health; training in comprehensiveness of health care, multiprofessional activities and activities aimed at doing the integration among teaching-service-community. Regarding the difficulties found in this experience, we dealt with the organization and planning of rotation activities, the preceptorship, the process of work found in the Basic Health Units (BHU), in addition to factors external to educational practice, such as the issue of safety within these communities. Accordingly, with this situational diagnosis, we became able to realize that residents have identified the importance of this rotation for their vocational training, since these are inserted in post-graduate programs in hospital care. As an immediate product of this study, we will present a report that will provide a space for discussion and assessment of this rotation by the coordination bodies of PRMS/UFRN, in order to seek organizational and pedagogical adaptations, besides the proposition of qualification courses for the actors involved with this process, aiming the implementation of improvements in the rotation of PHC toward the qualified training of professionals for SUS.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-01T20:05:55Z No. of bitstreams: 1 JaneCristinaMedeiros_DISSERT.pdf: 528703 bytes, checksum: 688747fb9ecf2474c75a5f88f40a2018 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-07T23:27:32Z (GMT) No. of bitstreams: 1 JaneCristinaMedeiros_DISSERT.pdf: 528703 bytes, checksum: 688747fb9ecf2474c75a5f88f40a2018 (MD5) / Made available in DSpace on 2016-04-07T23:27:32Z (GMT). No. of bitstreams: 1 JaneCristinaMedeiros_DISSERT.pdf: 528703 bytes, checksum: 688747fb9ecf2474c75a5f88f40a2018 (MD5) Previous issue date: 2015-05-11 / Em todo o mundo, incluindo no Brasil, h? uma falta de profissionais habilitados na pr?tica de reanima??o neonatal pela falta de acesso ao treinamento ou mesmo ao treinamento inadequado destes profissionais. Este trabalho relata a constru??o e aplica??o de um curso em reanima??o neonatal voltado a profissionais de sa?de com pouco ou nenhum conhecimento em reanima??o neonatal, utilizando a metodologia da aprendizagem baseada em problemas (ABP). O curso foi realizado em dois encontros, um para a realiza??o da sess?o tutorial, e um para treinamento pr?tico nas habilidades relacionadas. Os participantes foram divididos em grupos de oito profissionais sob a supervis?o de dois tutores com experi?ncia no emprego da metodologia ABP. A experi?ncia foi considerada como bem sucedida, pois promoveu o envolvimento dos participantes e motiva??o para o aprendizado. Alguns aspectos foram refor?ados para o aprimoramento do curso, como o rigor no emprego correto da metodologia ABP e a constru??o de material did?tico personalizado voltado para as necessidades de aprendizagem dos alunos. Sugere-se que a proposta de curso desenvolvida ? adequada tamb?m para estudantes de gradua??o de Medicina e Enfermagem, ou outros cursos. / In whole world, including in Brazil, there is an absence of professionals who are able to be present at the moment of birth and give to the newborn the cares that they need to because either an absence of opportunity or inappropriate training to those professionals. This master?s thesis describes a construction and application of a neonatal resuscitation course that uses the problem based learning (PBL) methodology. The course has done in two meetings, one for the tutorial session, and another for practice session. The students were divided in groups of eight students each, under supervision of two teachers with experience in PBL methodology. The experience was considered successfully because there were students involvement and motivation. Some course aspects were rebuilt for its upgrading, like the correct use of methodology and building of custom educational material for students learning necessity. It suggests that the course can be used by the medical and nursing schools and perhaps other kind of health courses.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-04-16T00:18:43Z No. of bitstreams: 1 JoseLuizDeSouzaNeto_DISSERT.pdf: 1239058 bytes, checksum: 35fc47910b0c3b443e84790b17b965e6 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-04-22T20:27:25Z (GMT) No. of bitstreams: 1 JoseLuizDeSouzaNeto_DISSERT.pdf: 1239058 bytes, checksum: 35fc47910b0c3b443e84790b17b965e6 (MD5) / Made available in DSpace on 2016-04-22T20:27:25Z (GMT). No. of bitstreams: 1 JoseLuizDeSouzaNeto_DISSERT.pdf: 1239058 bytes, checksum: 35fc47910b0c3b443e84790b17b965e6 (MD5) Previous issue date: 2015-04-30 / OBJETIVO: Desenvolver e avaliar o emprego de um dispositivo ajust?vel ao corpo para treinamento de habilidade de acesso venoso perif?rico no membro superior, para estudantes de gradua??o. M?TODOS: O trabalho compreendeu duas fases: I) desenvolvimento do simulador inovador e II) ensaio controlado comparando o desempenho do dispositivo ajust?vel ao corpo em rela??o ao simulador comercial no treinamento da habilidade de pun??o venosa no membro superior. Alunos da gradua??o do curso de medicina da UFRN (n=56) participaram da fase de interven??o, que foi constitu?da de pr?-teste, aula te?rica sobre acessos venosos perif?ricos, randomiza??o em grupos conforme o simulador utilizado para treinamento (Grupo Simulador Comercial e Grupo Simulador Inovador), pun??o real interpares, p?s-teste e question?rios de satisfa??o. RESULTADOS: Os Grupos Simulador Comercial e Simulador Inovador n?o tiveram diferen?a estatisticamente significativa quanto ? idade, sexo, cor, resultados do Pr?-teste e P?s-teste, avalia??o atitudinal e desempenho na execu??o da pun??o real. Os alunos do Grupo Simulador Experimental tiveram melhor desempenho no preenchimento do prontu?rio simulado. Ao t?rmino da pesquisa, o ganho cognitivo (conhecimento) teve significativo incremento em ambos os grupos. O grau de realismo, na percep??o dos alunos, foi equivalente em ambos os grupos. O grau de valor para o ensino do simulador inovador foi conceituado como bom a ?timo em 85,7% dos alunos que o utilizaram. CONCLUS?ES: Diante dos resultados obtidos, o simulador inovador demonstrou-se como uma alternativa de baixo custo para o ensino da habilidade de pun??o venosa em membro superior, onde o desempenho cognitivo, procedimental e atitudinal dos alunos que o utilizaram foi equivalente ao dos que treinaram em simulador comercial. / OBJECTIVE: To dev elop and evaluate the use of a body adjustable device for training of peripheral venous catheterization for healthcare undergraduate students . METHODS: This study involved two phases: I) development of the innovative simulator and II) a controlled trial co mparing the performance of the body adjustable device in relation to the commercial simulator for the training of venipuncture skills. A total of 79 first - year medical students participated in the intervention phase, which consisted of pretest assessment, lecture on peripheral venous access, randomization into two groups according to the simulator used for training (Commercial Simulator and Experimental Simulator), real venipuncture procedure, post - test assessment and evaluation of satisfaction. RESULTS: Gr oups were homogeneous in age, sex, pre - test and post - test scores, attitudinal assessment and performance in performing the real venipuncture. Students from the Experimental Simulator group performed better on the filling of simulated records. At the end of the study, cognitive gain significantly increased in both groups. The degree of realism perceived by students was equivalent for two groups. A total of 85.7% of students rated the Experimental Simulator as good or excellent. CONCLUSIONS: Experimental simu lator proved to be a low cost alternative for the training of venipuncture skills in upper limb. The cognitive procedural and attitudinal performances of students who used the experimental simulator were similar to those observed in the group trained with commercial simulator.

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.