Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-08-29T23:14:02Z No. of bitstreams: 1 RodrigoTrigueiroMoraisDePaiva_DISSERT.pdf: 947502 bytes, checksum: 46696e1ac3fa61305da439442086a02d (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-09-06T23:15:56Z (GMT) No. of bitstreams: 1 RodrigoTrigueiroMoraisDePaiva_DISSERT.pdf: 947502 bytes, checksum: 46696e1ac3fa61305da439442086a02d (MD5) / Made available in DSpace on 2016-09-06T23:15:56Z (GMT). No. of bitstreams: 1 RodrigoTrigueiroMoraisDePaiva_DISSERT.pdf: 947502 bytes, checksum: 46696e1ac3fa61305da439442086a02d (MD5) Previous issue date: 2015-12-30 / Introdu??o: Objective Structured Practical Examination (OSPE), ? um m?todo de avalia??o de habilidades pr?ticas que utiliza de ambiente simulado e controlado, de efici?ncia comprovada no processo ensino-aprendizagem. O internato de Cirurgia Geral do curso de medicina da UFRN ainda necessita de adequa??es quanto ? avalia??o de habilidades em ambiente simulado, sendo essa uma demanda dos estudantes. A UFRN disp?e de Laborat?rio de Habilidades Cl?nicas, contudo observa-se que ainda ? pouco utilizado por docentes e discentes e a avalia??o estruturada de habilidades ainda n?o est? devidamente estruturada nas ?reas cir?rgicas. Metodologia: foi proposta a elabora??o de 10 protocolos contendo as listas de materiais para montagem de cen?rios e checklists de 10 esta??es de OSPE. A seguir foram selecionadas 04 esta??es e aplicadas a 32 estudantes do internato de Cirurgia Geral, onde estes al?m de serem avaliados, desempenharam, em algum momento da atividade, os pap?is de estudante ?avaliador? e ator/figurante. Um question?rio foi aplicado para avaliar este tipo de atividade na perspectiva destes estudantes do internato. Resultados: os10 protocolos referentes ?s esta??es de I a X, foram elaborados e ficar?o sob a responsabilidade da coordena??o do Laborat?rio de Habilidades da UFRN. Na atividade realizada, as notas dos checklists dos professores e estudantes ?avaliadores? mostraram uma associa??o moderada em duas esta??es (R = 0,70 e p=0,012) e (R = 0,44 e p=0,152) e uma ssocia??o forte nas outras duas esta??es (R = 0,79 e p=0,002) e (R = 0,78 e p=0,003). Os estudantes avaliaram positivamente a atividade nos tr?s blocos do question?rio: grau de satisfa??o em rela??o ? avalia??o, avalia??o com rela??o ?s esta??es e avalia??o sobre sua participa??o na atividade. Conclus?o: a realiza??o de avalia??o pelo m?todo OSPE apresenta requisitos estruturais favor?veis para sua implanta??o na avalia??o dos estudantes do curso de medicina da UFRN, reestruturando a avalia??o de habilidades no internato de cirurgia geral. / Introduction: Objective Structured Practical Examination (OSPE) is a method of assessment of practical skills using simulated and controlled environment, widely used in the teaching-learning worldwide. UFRN has Clinical Skills Laboratory, however the skills assessment is not yet properly structured in surgical areas, this is a demand of the students. Objectives: The general objective of this study is to implement the method Objective Structured Practical Examination (OSPE) as an evaluation tool in General Surgery of medical school UFRN, and to evaluate the use of the method from the perspective of students of the boarding school. Methodology: The strategy was divided into two stages: the first were prepared and / or revised 10 stations OSPE, including lists of material for assembly of each scenario and their checklists. A test with some stations was carried out with the boarding school teachers of general surgery, residents of surgical areas for adjustments. In the second stage, four stations were selected and applied to two groups of 16 students of General Surgery internship, on two separate occasions, where they were evaluated, also playing the role of evaluator of colleagues. At the end of the activity a questionnaire was used to evaluate the activity from the perspective of students. Results: 10 stations drawn up the list of materials will be under the responsibility of coordination of the Skills Laboratory of UFRN. In the seasons application stage, the marks awarded by teachers and students "evaluators" have shown a strong association in two seasons: intubation (R = 0.79 and p = 0.002) and exchange gastrostomy tube (R = 0.78 p = 0.003). This association was also observed, although moderate, in the thoracic puncture stations for decompression of tension pneumothorax (R = 0.70 and p = 0.012) and suture face and knowledge of materials needed for its realization. (R = 0.44 and p = 0.152). Students positively evaluated the activity questionnaire in the three blocks: degree of satisfaction with the assessment, as the seasons and evaluation of their participation in the activity. Conclusion: The use of OSPE, as proposed, has structural and technical favorable conditions and a faculty qualified for its implementation in the evaluation of skills in General Surgery of students of medical school UFRN, thereby qualifying the evaluation system in this area.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-01-27T19:12:33Z No. of bitstreams: 1 MarcosOliveiraDiasVasconcelos_DISSERT.pdf: 1381611 bytes, checksum: c6733087c61cc59b9df5d093ba466eb9 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-02-02T22:51:49Z (GMT) No. of bitstreams: 1 MarcosOliveiraDiasVasconcelos_DISSERT.pdf: 1381611 bytes, checksum: c6733087c61cc59b9df5d093ba466eb9 (MD5) / Made available in DSpace on 2016-02-02T22:51:49Z (GMT). No. of bitstreams: 1 MarcosOliveiraDiasVasconcelos_DISSERT.pdf: 1381611 bytes, checksum: c6733087c61cc59b9df5d093ba466eb9 (MD5) Previous issue date: 2014-12-22 / Ao longo do tempo, os avan?os na ci?ncia e na tecnologia biom?dica foram cada vez mais incrementados, contribuindo para a falsa ideia sobre a possibilidade de controle e dom?nio da morte. A morte ? um tema interditado, evitado tanto na sociedade leiga quanto no di?logo entre m?dicos e pacientes, pois ? encarada como um fracasso profissional na ?rea da sa?de. O ensino do lidar com a morte na educa??o m?dica tem sido objeto de aten??o de alguns autores, mas mudan?as na forma??o m?dica com o aprofundamento dessa tem?tica ocorrem muito lentamente. O objetivo desta pesquisa foi compreender os caminhos do ensino do lidar com a morte no contexto da Aten??o Prim?ria ? Sa?de (APS). Trata-se de uma pesquisa qualitativa feita a partir da colabora??o de professores do curso de medicina da Universidade Federal da Para?ba (UFPB), escolhidos entre os docentes envolvidos em experi?ncias curriculares na APS. Foram combinadas duas estrat?gias tecno-metodol?gicas: entrevistas em profundidade com roteiro e oficina com utiliza??o de ?cenas? projetivas. Recorremos ? Hermen?utica Gadameriana para a an?lise e interpreta??o dos discursos. Nos resultados, identificamos que, para os docentes, o lidar com a morte pode ser concebido por quatro pap?is ou compet?ncias na busca de um cuidado humanizado: tentar salvar, promover qualidade de morte, estar presente at? o fim e valorizar a dimens?o da espiritualidade. Para os docentes, o ensino do lidar com a morte deveria acontecer a partir de uma abordagem multidimensional, ao longo de toda a forma??o m?dica. Apesar de, nas pr?ticas pedag?gicas em APS, haver uma proposta de ensino-aprendizagem ativa, baseada na problematiza??o de situa??es concretas, que busca diminuir a dist?ncia entre a forma??o t?cnica e humana, os docentes apontaram que o ensino do lidar com a morte na UFPB, de forma geral, ? insuficiente e hegemonicamente tecnicista. Assim, s?o limites dos espa?os curriculares na APS para o ensino do lidar com a morte: pr?ticas de ensino tecnificadas, fragmentadas, com avalia??es e metodologias tradicionais; a necessidade de maior aprofundamento pedag?gico e de integra??o no curr?culo m?dico; e as fragilidades dos servi?os de APS. Foram pot?ncias dos espa?os curriculares na APS para o ensino do lidar com a morte: a aproxima??o com as din?micas de adoecimentos e lutas da popula??o; e a constru??o de pr?ticas mais dial?gicas e voltadas para a valoriza??o do protagonismo estudantil e do trabalho interdisciplinar. Neste sentido, a APS pode contribuir na implementa??o de pr?ticas pedag?gicas mais integradas, cont?nuas, longitudinais, contextualizadas e centradas nas pessoas. Ao mesmo tempo, que a rela??o ensino-servi?o, preocupada com o aprimoramento do cuidado no adoecer e no morrer, pode qualificar e fortalecer a APS. / Along time, progress in science and in the biomedical technology was increasingly expanded, contributing to the false idea of a possible control and domination of death. Death is an interdicted theme, avoided both in the lay society and in the dialogue between physicians and patients, as it is considered a professional failure in the health field. Teaching how to deal with death in the medical education has been the object of attention of some authors, but changes in the medical education to deepen this theme have occurred in a very slow pace. The aim of this research was to understand the trajectories of teaching how to deal with death within the context of Primary Health Care (PHC). It is a qualitative study based on the collaboration of teachers from the undergraduate medicine course at the Federal University of Para?ba (UFPB), who were chosen among the teachers involved in curriculum experiences within PHC. Two techno-methodological strategies were combined: in-depth interviews following a script and workshops using projective ?scenes?. Gadamer?s Hermeneutic was used for the analysis and interpretation of the discourses. We have identified in the results that, to the teachers, dealing with death can be conceived according to four roles or competences in the search for a humanized care: trying to save, promoting quality of death, being present until the end, and enhancing the dimension of spirituality. For the teachers, teaching how to deal with death should be based on a multidimensional approach, along the whole medical education. In spite of the existence, in the PHC pedagogical practices, of an active teaching-learning proposal, based on the problematization of concrete situations, aiming to shorten the distance between technical and human education, the teachers have expressed that teaching how to deal with death in UFPB is, in general, insufficient and mostly technicist. Thus, limits of the PHC curriculum spaces to teach how to deal with death are: technified, fragmented teaching practices with traditional evaluation and methodologies; the need for greater pedagogical depth and integration in the undergraduate medical curriculum; and the weaknesses of the PHC services. Strengths of the PHC curriculum spaces to teach how to deal with death were: closeness to the dynamics of the illness process and fights of the population; and the construction of more dialogical practices, aimed to the enhancement of the students? protagonism and the interdisciplinary work. This way, PHC can contribute to the implementation of more integrated, continuous, longitudinal, contextualized, and person-centered pedagogical practices. At the same time, the teaching-service relationship, concerned with the improvement of the care in the illness process and in dying, can qualify and strengthen PHC

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-06T22:44:45Z No. of bitstreams: 1 TasiaDeAlbuquerqueFalcaoFeitosa_DISSERT.pdf: 15774208 bytes, checksum: b34cc302c71497a3932ba62272516171 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-09T21:56:41Z (GMT) No. of bitstreams: 1 TasiaDeAlbuquerqueFalcaoFeitosa_DISSERT.pdf: 15774208 bytes, checksum: b34cc302c71497a3932ba62272516171 (MD5) / Made available in DSpace on 2016-06-09T21:56:41Z (GMT). No. of bitstreams: 1 TasiaDeAlbuquerqueFalcaoFeitosa_DISSERT.pdf: 15774208 bytes, checksum: b34cc302c71497a3932ba62272516171 (MD5) Previous issue date: 2015-08-28 / CONTEXTO: A Resid?ncia M?dica de Doen?as Infecciosas objetiva o desenvolvimento de habilidades psicomotoras, valores ?ticos, atitudes e comportamentos que s?o essenciais ao pleno exerc?cio da especialidade. Sabe-se que o dom?nio cognitivo refere-se, exclusivamente, ?s habilidades de natureza intelectual, no entanto a avalia??o destes alunos deve aferir, n?o apenas esses conhecimentos, mas englobar aspectos psicomotores e atitudinais. Neste cen?rio, nos deparamos com o Clinical Evaluation Exercise (Mini-CEX) como ferramenta avaliativa adequada e largamente utilizada na verifica??o destas compet?ncias. OBJETIVOS: Capacitar docentes e preceptores do programa de resid?ncia m?dica em doen?as infecciosas para utiliza??o do Mini-CEx como m?todo avaliativo de compet?ncias cl?nicas e assim, iniciar a avalia??o destas compet?ncias na resid?ncia. METODOLOGIA: Trata-se de estudo intervencional, seccional, a ser realizado com os preceptores m?dicos que atuam no Hospital Giselda Trigueiro e residentes do primeiro, segundo e terceiro anos, da resid?ncia m?dica em Doen?as Infecciosas da Universidade Federal do Rio Grande do Norte (UFRN), durante o semestre acad?mico 2015.1. RESULTADOS: A capacita??o te?rico-pr?tica com os docentes e preceptores foi realizada no formato de oficina semipresencial, utilizando m?todos ativos de ensino-aprendizagem, e contou com a participa??o de 54,16% dos convidados. No feedback final foram apontados como pontos fortes do processo de capacita??o a oportunidade de participar e a aquisi??o de novos conhecimentos. Dentre as fragilidades elencadas, a curta dura??o do evento foi destacada e, finalmente, como sugest?o, foram propostas a repeti??o e amplia??o do processo, convidando-se os colegas que n?o puderam participar deste momento. CONCLUS?O: Ap?s o encerramento da primeira etapa deste trabalho, pode-se constatar que, embora os preceptores que orientam os residentes nos cen?rios de pr?ticas do hospital n?o tenham conhecimento das metodologias avaliativas, ? poss?vel envolv?-los neste processo atrav?s de capacita??o utilizando-se metodologia adequada mostrando-lhes a import?ncia de seu papel na forma??o destes profissionais. N?o obstante, ? imprescind?vel que a Universidade aproveite o clima de motiva??o criado pelo presente trabalho e estimule o copo cl?nico do hospital a dar continuidade ao processo de avalia??o de compet?ncias cl?nicas utilizando esta ferramenta. / CONTEXT: The medical residency of infectious diseases aims at developing psychomotor abilities, ethnic values, attitudes and behaviors of the newly graduated doctor, exigencies seen as indispensable to the medical practice. It is known that the cognitive domain concerns exclusively the abilities of intellectual nature, though the evaluation of these students include not only this knowledge, but also psychomotor aspects and attitudes. Several evaluation methods of clinical abilities are in use in medical schools all over the world since the 1990?s. Among them, the Clinical Evaluation Exercise (Mini-CEX) stands out as evaluation tool whose pioneers were Norcini and collaborators. In the 1990?s, the American Board of Internal Medicine recommended this tool in the evaluation of clinical competences. Although the evaluation of clinical competences is indispensable in the medical residency programs, and their importance largely spread inside the academic community, this practice is not systematical in the medical residency of contagious diseases at Rio Grande do Norte Federal University. OBJECTIVES: Recover the knowledge accumulated by professors and preceptors of medical residency of infectious diseases in Rio Grande do Norte Federal University, which may relate to evaluation of clinical competences based on Mini-CEX. Thus, starting the evaluation of these competences in each residency. METHODOLOGY: interventional sectional study with patients, medical preceptors and infectious diseases resident students of first, second and third years, in Rio Grande do Norte Federal University, during 2015.1 academic semester. It consisted of three steps. In the first one, teachers and preceptors underwent a capacitation program in clinical evaluation. The training program followed the modality of open education, by means of active methods of teaching and learning. For example, down and up landscape, round of conversation and apprenticeship mediated by video focusing the usage of Mini-CEX as an evaluation method. One also tried to improve the evaluation tool used in medical residency. In the second step, the students discussed the importance of evaluation in clinical competences as apprenticeship tool. At the last one, professors and preceptors used Mini-CEX to evaluate the clinical competences of the resident students. RESULTS: The main result of this paper is to encourage the discussion and the reflection about the importance of evaluation of clinical competences in the medical residency with its several players: professors, preceptors and resident students in order to bring about paradigms and trends of teaching in medical residency, rescuing the knowledge about the evaluation methods. 54.16% of the visitors (professors and preceptors) and 100% of the students shared capacitation. Feedback disclosed as strong points of the process the opportunity of participation and the acquisition of new knowledge. Among the weak points, the study detected the short duration of the event. Suggestions pleaded repetition and enlargement of process and opened its doors to other colleagues that wish to take part in this process. CONCLUSION: This work states that even professors and preceptors responsible for guiding resident students in the practices of hospital do not care about evaluation methodologies, it is possible involve them in this process, capacitating them with the aid of adequate methodology and standing out the importance of their role in the formation of those professionals. However, it is essential that universities seize the climate of motivation and start evaluation of their clinical competences using this tool.

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 2018-04-03T15:07:21Z 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 Carla Santos (biblioteca.cp2.carla@bahiana.edu.br) on 2018-09-04T18:02:15Z No. of bitstreams: 1 Thais Fagundes Barreto.pdf: 6688808 bytes, checksum: 547c0aa9b3ada079fba84cee13f20f61 (MD5) / Approved for entry into archive by JOELMA MAIA (ebmsp-bibliotecacp2@bahiana.edu.br) on 2018-09-04T20:33:29Z (GMT) No. of bitstreams: 1 Thais Fagundes Barreto.pdf: 6688808 bytes, checksum: 547c0aa9b3ada079fba84cee13f20f61 (MD5) / Made available in DSpace on 2018-09-04T20:33:29Z (GMT). No. of bitstreams: 1 Thais Fagundes Barreto.pdf: 6688808 bytes, checksum: 547c0aa9b3ada079fba84cee13f20f61 (MD5) Previous issue date: 2017-08-09 / INTRODU????O: A anatomia humana proporciona as ferramentas b??sicas para a compreens??o da patologia e dos problemas cl??nicos. O estudante deve conhecer a tecnologia em vig??ncia, ser criativo, apresentar resolu????es r??pidas e precisas para os problemas do dia a dia. O grande desafio de uma universidade ?? formar um profissional de sa??de com esse perfil(1) A impressora 3D ?? um novo sistema de impress??o tridimensional que promete ser um valioso recurso de aprendizagem(2,3) Estrat??gias para melhor entendimento da anatomia s??o utilizadas, mas ainda h?? necessidade de aprimoramento do modelo, na busca por maior efic??cia do ensino desta disciplina. E nesse aspecto, estudos com impressoras 3D est??o sendo realizados como um novo instrumento para revolucionar e proporcionar o aprendizado de forma pr??tica e did??tica da anatomia. OBJETIVO: O principal objetivo desse trabalho ?? aplicar e descrever atividade educacional com uso de pe??as anat??micas em 3D, no ensino da anatomia da EBMSP. METODOLOGIA: Trata-se de um estudo misto, quantitativo e qualitativo, explorat??rio e descritivo com avalia????o comparativa antes e depois da interven????o. Realizado na Escola Bahiana de Medicina e sa??de P??blica no per??odo de novembro de 2015 a abril de 2016. Foi inclu??da uma amostra de estudantes de medicina dos 2?? semestre do curso de medicina da EBMSP, antes do in??cio das atividades letivas, que aceitaram participar do estudo. Foram exclu??dos os alunos que n??o tinham participado da atividade educacional ou que tinham participado e n??o aceitaram participar do estudo. RESULTADOS: Os estudantes foram divididos em dois grupos. O grupo 1 foi submetido ao m??todo tradicional (24 estudantes) e o grupo 2 ao estudo 3D (14 estudantes). No grupo 1 (tradicional) a m??dia de acertos no pr??-teste foi 4,57 (?? 1,95) e p??s-teste 7,87 (?? 1,55) com signific??ncia estat??stica (p<0,000). No grupo 2 (teste) a m??dia de acertos no pr??-teste foi 5,43 (?? 1,68) e p??s-teste 7,86(?? 1,35) com signific??ncia estat??stica (p<0,002). CONCLUS??O: N??o houve diferen??a estatistiticamente significativa no aprendizado entre o grupo tradicional e controle, foi um recurso pedag??gico bem aceito pelos estudantes e professores

Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2015-09-28T11:31:23Z No. of bitstreams: 1 475279 - Texto Completo.pdf: 5745732 bytes, checksum: 27712395d79b0f6b47075e2e04382adf (MD5) / Made available in DSpace on 2015-09-28T11:31:23Z (GMT). No. of bitstreams: 1 475279 - Texto Completo.pdf: 5745732 bytes, checksum: 27712395d79b0f6b47075e2e04382adf (MD5) Previous issue date: 2015-03-27 / Objectives: To translate, adapt and validate a questionnaire that assesses the attitude of health area students toward Complementary and Alternative Medicine (CAM). Methods: Cross-sectional, observational and prospective study. The Integrative Medicine Attitude Questionnaire is a 29-item, 7-point Likert scale rated instrument, which was translated into Brazilian Portuguese, back-translated into English, semantically corrected and culturally adapted in order to reach its final version. Cronbach's alpha, Spearman Correlation and Ceiling/ Floor Effect were used for data analysis. Results: Among 300 eligible students, 265 were present during study invitation, 172 agreed to participate, 59.3% were female, there were no losses related to incomplete questionnaires. The analysis of the responses of the instruments resulted in Cronbach's alpha of 0.717; Spearman correlation between total and individual responses means were not significant to items 5 and 27; Ceiling Effect was detected in six items and Floor Effect in other six. Conclusion: The Brazilian Portuguese version of the instrument is valid; some items can be removed without result interference of the research. It seems that the performance of the answers to some statements was related to a certain lack of knowledge regarding Eastern therapies. Factor analysis may be the choice strategy for precisely pointing out the items to be suppressed. / Objetivos: Traduzir, adaptar e validar um question?rio que possa avaliar a atitude de alunos da ?rea da sa?de frente ?s Pr?ticas Integrativas e Complementares. M?todos: Estudo de delineamento transversal, observacional, realizado com graduandos da Faculdade de Medicina da PUCRS, em 2014. O instrumento Integrative Medicine AttitudeQuestionnaire, previamente validado com 29 itens respondidos em escala Likert com 7 op??es, foi traduzido, retraduzido, realizadas as devidas corre??es sem?nticas e adapta??es culturais. O estudo foi aprovado pelas Comiss?o Cient?fica e Comit? de ?tica da Pontif?cia Universidade Cat?lica do Rio Grande do Sul. Para an?lise dos dados foi utilizado o ?de Cronbach e Efeito Teto Ch?o e correla??o de Spearmann. P< a 0,05 foi considerado estatisticamente significativo. Resultados: Dentre os 300 convidados a participar do estudo, 172 aceitaram participar, n?o havendo perda quanto a question?rios incompletos. Cento e duas participantes eram do sexo feminino. O ? de Cronbach total do instrumento foi de 0,717. Para correla??o de Spearman, apenas ositens5 e 27 n?o apresentaram valor de p significativo. Na an?lise do Efeito Teto e Efeito Ch?o, apenas 6 itens obtiveram Efeito Teto, e 6 o Efeito Ch?o. Conclus?o: Os autores optaram por n?o retirar nenhum item, mesmo encontrando valores de Efeito Teto e Efeito Ch?o para 12 itens, por?m acredita-se que isto se deva ?opini?o da popula??o estudada, tornando-se necess?rio aumentar o tamanho amostral a fim de definir a exclus?o ou n?o de quest?es aparentemente menos sens?veis ? capta??o da opini?o sobre Pr?ticas Integrativas e Complementares.

Made available in DSpace on 2014-12-17T14:13:35Z (GMT). No. of bitstreams: 1 AntoniaNOA.pdf: 120874 bytes, checksum: f9387737f7a4e58979fb51813c065dfe (MD5) Previous issue date: 2008-03-26 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The aim of this study is to understand the perception of medical students at the Federal University of Rio Grande do Norte (UFRN) about humanization in the context of their medical formation, using a qualitative approach. The focus group and participant observation techniques were used, involving a multidisciplinary team composed of professionals from the areas of anthropology and psychology, as well as professors from the medical course, who studied two groups of nine students in their final year. The data were analyzed using the categorical thematic content analysis technique, from which emerged three categories: student/patient relationship, teaching/learning and student/professor relationship. The first allows us to identify that student-patient contact is an essential experience for adopting a more humanized view of the disease process. The second category shows that unqualified professors in the pedagogic practices inherent to the teaching profession and the theory the practical dichotomy hinder the autonomous and holistic formation of knowledge. Similarly, the lack of practices outside the academic environment and the absence of multiprofessional stimulation interfere in the construction of an integral view of the individual. From the third category, the student/professor relationship, emerge two opposing subcategories (professor model and assymetric relationships), which reflect the importance of the professor`s ethical humanist position, as opposed to an authoritarian attitude, to form the professional attitude of the student. The results point important aspects of the medical formation that may open a discussion about humanization, in the context of new national curricular guidelines / Este estudo busca compreender a percep??o dos estudantes de Medicina da Universidade Federal do Rio Grande do Norte (UFRN) acerca da humaniza??o no contexto da forma??o m?dica, atrav?s de uma abordagem qualitativa. Foram utilizadas as t?cnicas do grupo focal e observa??o participante, envolvendo uma equipe multidisciplinar, composta por profissionais das ?reas de antropologia, psicologia e professores do curso m?dico, que estudou dois grupos de nove estudantes do ?ltimo ano do curso. Os dados foram analisados atrav?s da t?cnica de an?lise de conte?do tem?tica categorial, da qual emergiram tr?s categorias: rela??o estudante/paciente, ensino/aprendizagem e rela??o estudante/professor. A primeira permite identificar que a experi?ncia do contato do estudante com o paciente ? essencial para a constru??o de uma vis?o mais humanizada do processo de adoecer. Em rela??o ? segunda categoria, percebe-se que a capacita??o deficiente de professores para as pr?ticas pedag?gicas e a dicotomia teoria e pr?tica dificultam a forma??o aut?noma e hol?stica do conhecimento. Da mesma forma, a escassez de pr?ticas fora do ambiente universit?rio e de est?mulo ? aten??o multiprofissional interfere na constru??o de uma vis?o integral do indiv?duo. Da terceira categoria, a rela??o estudante/professor, emergiu duas subcategorias antag?nicas (professor modelo e rela??es assim?tricas) que refletem a import?ncia da postura ?tica humanista do professor, em detrimento de uma atitude autorit?ria, para a constru??o da identidade profissional do estudante. Os resultados apontam aspectos importantes da forma??o m?dica, que podem respaldar uma discuss?o acerca da humaniza??o, no contexto das novas diretrizes curriculares nacionais

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.