A thesis submitted to the Faculty of Health Sciences University of the Witwatersrand Johannesburg in fulfilment of the requirements for the degree of Doctor of Philosophy October 2015 / This study investigated students’ experiences of integration of learning in the undergraduate medical programme at the University of the Witwatersrand. There is evidence that integration of learning, also referred to as “integrative learning”, assists students to assimilate and apply what they have learnt more effectively, and thus enhances the goal of achieving professional competence. From 2003, Years 3 and 4 of the undergraduate programme were redesigned to be presented as integrated system-based blocks, using problem-based learning as the main learning strategy. From 2005, Years 5 and 6 were also redesigned. Although clinical rotations in specific disciplines still formed the main learning strategy, a number of integrating activities – and even rotations – were included in the new programme in these years. From 2006 Years 1 and 2 of the programme (which were still discipline-based) were reviewed in terms of course content and integration of learning, and new courses were added to those years to facilitate integration of learning. As a result of the reforms outlined above, the six years of the undergraduate medical programme at the University of the Witwatersrand now contain a rich variety of features designed to advance integration of learning. However, the ways in which students and teachers experience these kinds of integration are not known, neither is the effect that they are having on student learning. Investigating student and teacher experiences of a variety of events designed to promote integration of learning deepens the understanding of the many and varied effects of such integration activities, and contributes to the body of knowledge on integration of curricula in medical education. This study also contributes to a generic understanding of the phenomenon of integration in the process of learning, potentially enhancing knowledge and practice in the field of medical education. This is a qualitative study which used phenomenography, a research approach with an educational interest. The phenomenon of integration of learning is one which exists in the understanding of persons involved in the learning process, as teachers or students and, for this reason, an approach which clarifies that understanding was followed. The principal sampling approach was purposive. Data collection spanned 27 months (March 2012 to June 2014) and a total sample of 25 students and 10 teachers were the respondents, providing information through in-depth interviews and small focus group discussions. The semi-structured interviews were conducted using a tool that introduced an entry question such as “What is your understanding of ……?” Subsequent dialogue followed on angles of responses, leading to the development of different categories of how the phenomenon is experienced. Interviews were recorded using a voice recorder. Focus group discussions and further individual interviews were used to refine ideas and not necessarily to increase the size of the original sample. For analysis, the researcher used qualitative data analysis software, MAXQDA11. Excerpts that conveyed the most significant information were selected, de-contextualised and compared, followed by grouping and re-grouping of them until the outcome space was formulated. Three categories of description made up the outcome space. The categories that emerged represent the qualitatively different experiences of the students and teachers who were interviewed: conceptions of meaning and processes of integration of learning; conceptions of how to integrate learning and development of integration ability; and conceptions of the links between integration ability and educational experiences. The outcome space was constituted using as a guide the framework of the anatomy of awareness and the structure of experience as espoused by Marton and Booth (1997). The lowest level of conception is that integration of learning is a vague and abstract concept which happens passively while an ability to integrate learning is conceived of as an atomistic acquisition of fragmented facts. The respective act of learning is experienced as knowledge increase. A conception of increasing appreciation of the phenomenon is that it is important to consciously link concepts through identifying essential detail. This is a perception of higher value as it includes the ability to remember everything. A conception of higher value is that subjects are related as they contribute to each other. Understanding one leads to the understanding of another. The concept of integrative learning is introduced and this happens during studying. The most sophisticated conception is that integration of learning happens automatically as students accumulate knowledge and experience. Integration of learning, therefore, becomes a way of thinking, an unconscious competence for life in an integrated career. Students adopt strategies that enable learning for meaning while drawing on all knowledge and skills. When the outcome space is translated graphically, a model of how students develop the ability to integrate learning is revealed. From the model, it was apparent that students embark on a journey of integration of learning through taking steps that increase in complexity and hierarchical inclusivity. The integration of learning takes a relatively long time to develop, occurring from the first year to the sixth year, but starting from minimal to highly complex acts of learning, to be able to cope in a complex career in a complex world. The affective constructs towards the phenomenon also change over the years from negative to positive. All this happens in an environment that is regulated by affective constructs and motivation factors. The acquisition of the ability to integrate learning is conceived to take long depending on the effects of affective constructs and the external horizon. From the model, four factors emerge that are critical for integration of learning in that they either promote it or prevent it from occurring effectively. The factors can be grouped according to whether they involve the teacher, curriculum, student and studying. Recommendations for application of the model were drawn around interventions that impact on improvements specific to each of the factors identified. This is a proposed developmental model which is a logical presentation of integration of learning. The proposed model requires additional research to provide further empirical justification. Gibbs (1994) refers to a proposition that research on student learning has something substantial to feed back into the context within which it is undertaken. The researcher makes specific reference to Harden’s (2000) integration ladder as a benchmark for curriculum integration strategies that strengthen integration of learning in institutions of Higher Education. KEYWORDS Integration of learning Integrative learning Curriculum integration Phenomenographic research into integrative learning Learning approaches 21st century learning theories Learning according to phenomenography Pedagogies of integration of learning Anatomy of awareness

Diss. (sammanfattning) Linköping : Linköpings universitet, 2007. / Härtill 4 uppsatser.

INTRODUÇÃO: Dúvidas, competitividade e preocupação com o exame de residência geram forte desgaste e insegurança ao final da graduação em Medicina. Nesse período, o bem-estar é particularmente importante para a escolha da especialidade médica e o sucesso nos exames. Entretanto, sabe-se que alunos de Medicina resistem em buscar ajuda, principalmente para aspectos emocionais. Este estudo investigou junto a alunos do 6º ano de Medicina a relação entre bem-estar, percepção de necessidades e busca de ajuda nos recursos institucionais de suporte disponíveis Grupo de Apoio Psicológico ao Aluno (GRAPAL) e Programa Tutores FMUSP. MÉTODO: Utilizaram-se os Inventários de Beck (ansiedade e depressão), o WHOQOLbreve (qualidade de vida) e um questionário sobre percepção de necessidades (psicológicas e acadêmicas) e avaliação do suporte institucional. RESULTADOS: Os alunos referiram boa qualidade de vida (68%), mas apresentaram ansiedade (27%), depressão (20%) e prejuízo na vida social. Um 25% dos alunos reconheceram necessidades psicológicas e 51% deles referiram necessidades acadêmicas. As fontes de suporte mais acionadas durante o curso foram a família e os colegas, seja para necessidades psicológicas ou acadêmicas. Tutores são acionados às vezes pelos alunos, enquanto psicólogos ou psiquiatras são os menos procurados para os dois grupos de necessidades. Apenas parte dos alunos em torno de 1/3 com ansiedade e depressão, ou qualidade de vida ruim, usou os recursos institucionais de suporte. Ser mulher, reconhecer necessidades emocionais e apresentar ansiedade mostraram associação ao uso do serviço de apoio psicológico (GRAPAL). Estar satisfeito com seu tutor, com seu grupo de tutoria e reconhecer mudanças positivas mostraram associação à adesão ao Programa Tutores. CONCLUSÕES: Há diferentes fatores envolvidos na busca de ajuda por suporte emocional especializado (GRAPAL) e por suporte desenvolvimental (Tutoria). A saúde mental constitui aspecto fundamental para a busca de suporte especializado no GRAPAL, mas não apresenta relação com a participação do aluno no Programa Tutores. A compreensão, pelos tutores, de que a adesão ao Mentoring é um comportamento relacionado mais ao desejo do que à necessidade, pode ajudá-los na interação com os alunos, enfocando assim o aspecto central do Programa: o desenvolvimento. Identificar especificidades no uso dos recursos de suporte pode colaborar para o aprimoramento dos recursos de suporte e desenvolvimento de estratégias para sensibilização dos alunos quanto à procura de ajuda durante sua formação acadêmica / INTRODUCTION: Doubts, competitiveness and preparation for the residency examination increase burnout and insecurity at the end of medical course. At this moment, well-being is particularly important for the specialtys choice and examination success. However, its known that medical students are reluctant to seek help particularly for emotional problems. This study investigated the relationship among well-being, perceived needs and help-seeking in final-year students. METHOD: Well-being was assessed using Becks Inventories of Anxiety (BAI) and Depression (BDI) and the WHOQOL- bref (quality of life). A questionnaire was used to assess perceived needs and medical school support resources. RESULTS: The students reported good quality of life (68%) but presented anxiety (27%) depression (20%) and impaired social functioning. 51% of the students acknowledged academic needs and 25% psychological needs. Family and colleagues were the most important sources of support for psychological or academic needs. Only part of the students with anxiety and depression, or poor quality of life used the institutional support. Being a woman, recognizing emotional needs and presenting anxiety were associated to the use of psychological support service (GRAPAL). Being satisfied with mentor and mentoring group and recognizing positive changes were associated to Mentoring attendance. CONCLUSIONS: There are different factors involved in helpseeking for emotional specialized support (GRAPAL) and for development support (Programa Tutores). Mental health is a basic aspect for the use of GRAPAL but not related with Mentoring Program attendance. This find can help mentors in their work with the students, focusing in the central aspect of Mentoring: the development. Identifying specificity in the use of the medical school support resources may collaborate on its improvement and also on specific strategies in the students sensitization about seek-helping during the undergraduate course

Submitted by Fabíola Silva (fabiola.silva@famerp.br) on 2016-09-14T15:09:29Z No. of bitstreams: 1 touficanbarneto_dissert.pdf: 725672 bytes, checksum: d00faccbdf8ef29586c2c27a878c113e (MD5) / Made available in DSpace on 2016-09-14T15:09:29Z (GMT). No. of bitstreams: 1 touficanbarneto_dissert.pdf: 725672 bytes, checksum: d00faccbdf8ef29586c2c27a878c113e (MD5) Previous issue date: 2014-11-17 / Introduction: The evaluation of medical courses is still considered controversial by many higher education institutions (HEIs). The Brazilian National Student Performance Examination (ENADE) is an instrument used to measure the quality of undergraduate courses. The identification of factors that influence the result of this examination can contribute to providing support necessary to improve the quality of medical courses and, therefore, their rating in ENADE. Objective: To assess factors that impact on the ENADE outcomes of graduate and undergraduate medical courses in respect to academic, educational and demographic variables and the infrastructure of the local healthcare system. Material and Method: Factors that influenced the ENADE outcomes obtained by 136 medical courses in 2010 were investigated. The data were collected from databases and spreadsheets of the Ministry of education. Demographic (geographic location), and educational and academic variables (academic organization, age of course, number of places, qualifications of faculty members, course load hours, strictu sensu post-graduation program, administrative category and teaching methodology) were investigated as was the infrastructure of the local healthcare system [total number of beds and beds dedicated to Brazilian National Health Service (SUS) patients in the municipal of the medical school]. Data analysis was based on the performance of medical courses in the ENADE in 2010. Courses were divided into two groups: ENADE Grades 1-2 (negative rating) versus ENADE Grades 4-5 (positive rating). Results: Most medical courses (82.9%) belonging to larger universities obtained Grades 4 or 5. The time of existence of courses was greater in the ENADE Grade 4-5 Group (median: 43 years). The number of places was higher in the ENADE Grade 1-2 Group (median: 100). There was a predominance of faculty members with masters and doctors degrees in the ENADE Grade 4-5 Group. The course load hours was slightly higher in the ENADE Grade 4-5 Group (median: 8400 hours). Most courses (93.4%) with strictu sensu postgraduate programs obtained Grades 4 or 5. Most courses (96.3%) belonging to public HEIs obtained Grades 4 or 5. Most courses (76.3%) that used traditional teaching methodology obtained Grades 4 or 5. The number of NHS beds/1000 inhabitants was lower in the ENADE Grade 1-2 Group than in the ENADE Grade 4-5 Group (median: 2.24 vs. 2.34). The number of total beds/1000 inhabitants was lower in the ENADE Grade 1-2 Group in relation to ENADE Grade 4-5 Group (median: 3.41 vs. 3.95). Conclusions: Factors that positively impacted on ENADE outcomes for medical courses include being part of larger universities, older courses, fewer students, predominance of staff with master's and doctoral degrees, having a strictu sensu postgraduate program, being a public HEIs and higher numbers of total beds and beds dedicated to NHS patients in the municipal. / Introdução: A avaliação de cursos de medicina ainda é considerada controversa para muitas instituições de ensino superior (IES). O Exame Nacional de Desempenho de Estudantes (ENADE) é um instrumento utilizado na aferição da qualidade dos cursos de graduação. A identificação de fatores que influenciam o resultado desse exame pode contribuir para o fornecimento de subsídios necessários para melhoria da qualidade dos cursos de medicina e, por conseguinte, do conceito no ENADE. Objetivo: Avaliar fatores impactantes no resultado do ENADE em cursos de graduação em medicina, considerando-se variáveis demográficas, acadêmicas, educacionais, e de infraestrutura na área da saúde. Material e Método: Foram estudados fatores que influenciaram no resultado do ENADE 2010 obtido por 136 cursos de medicina. A coleta de dados foi realizada em bases de dados públicas e em planilhas do Ministério da Educação. Foram 7investigadas variáveis demográficas (localização geográfica), acadêmicas e educacionais (organização acadêmica, tempo de existência do curso, quantidade de vagas, titulação do corpo docente, carga horária total, programa de pós-graduação strictu sensu, categoria administrativa e metodologia de ensino) e de infraestrutura na área da saúde (número de leitos totais e destinados ao Sistema Único de Saúde (SUS) no município do curso). A análise de dados baseou-se no desempenho dos cursos de medicina no ENADE 2010, sendo divididos em dois grupos: ENADE 1-2 (conceito negativo) versus ENADE 4-5 (conceito positivo). Resultados: A maioria dos cursos de medicina (82,9%) pertencentes a universidades obteve conceito 4 ou 5. O tempo de existência dos cursos (anos) foi maior no grupo ENADE 4-5 (mediana= 43). O número de vagas foi maior no grupo ENADE 1- 2 (mediana= 100). Na titulação do corpo docente, houve predomínio de mestres e doutores no grupo ENADE 4-5. A carga horária foi levemente superior no grupo ENADE 4-5 (mediana = 8.400 horas). A maior parte dos cursos (93,4%) com programas de pós-graduação strictu sensu obteve conceito 4 ou 5. A maioria (96,3%) dos cursos pertencentes à IES públicas obteve conceito 4 ou 5. Dos cursos com metodologia de ensino tradicional, 76,3% obtiveram conceito 4 ou 5. No grupo ENADE 1-2 estavam disponíveis uma quantidade de leitos SUS/1.000 habitantes menor (mediana = 2,24) do que no grupo ENADE 4-5 (mediana = 2,34). No grupo ENADE 1-2 estavam disponíveis uma quantidade de leitos totais/1.000 habitantes menor (mediana = 3,41) do que no grupo ENADE 4-5 (mediana = 3,95). Conclusões: Fatores que impactaram positivamente no conceito ENADE dos cursos de medicina incluem estar inserido em universidade, maior tempo de existência, menor quantidade de vagas, predomínio de mestrado e doutorado na titulação do corpo docente, existência de programas de pós-graduação strictu sensu, pertencer a IES pública, maior quantidade de leitos totais e destinados ao SUS. Fatores que impactaram negativamente no conceito ENADE foram menor quantidade de mestres e doutores na titulação do corpo docente, ausência de programa de pós-graduação strictu sensu e pouco tempo de existência do curso.

INTRODUÇÃO: Dúvidas, competitividade e preocupação com o exame de residência geram forte desgaste e insegurança ao final da graduação em Medicina. Nesse período, o bem-estar é particularmente importante para a escolha da especialidade médica e o sucesso nos exames. Entretanto, sabe-se que alunos de Medicina resistem em buscar ajuda, principalmente para aspectos emocionais. Este estudo investigou junto a alunos do 6º ano de Medicina a relação entre bem-estar, percepção de necessidades e busca de ajuda nos recursos institucionais de suporte disponíveis Grupo de Apoio Psicológico ao Aluno (GRAPAL) e Programa Tutores FMUSP. MÉTODO: Utilizaram-se os Inventários de Beck (ansiedade e depressão), o WHOQOLbreve (qualidade de vida) e um questionário sobre percepção de necessidades (psicológicas e acadêmicas) e avaliação do suporte institucional. RESULTADOS: Os alunos referiram boa qualidade de vida (68%), mas apresentaram ansiedade (27%), depressão (20%) e prejuízo na vida social. Um 25% dos alunos reconheceram necessidades psicológicas e 51% deles referiram necessidades acadêmicas. As fontes de suporte mais acionadas durante o curso foram a família e os colegas, seja para necessidades psicológicas ou acadêmicas. Tutores são acionados às vezes pelos alunos, enquanto psicólogos ou psiquiatras são os menos procurados para os dois grupos de necessidades. Apenas parte dos alunos em torno de 1/3 com ansiedade e depressão, ou qualidade de vida ruim, usou os recursos institucionais de suporte. Ser mulher, reconhecer necessidades emocionais e apresentar ansiedade mostraram associação ao uso do serviço de apoio psicológico (GRAPAL). Estar satisfeito com seu tutor, com seu grupo de tutoria e reconhecer mudanças positivas mostraram associação à adesão ao Programa Tutores. CONCLUSÕES: Há diferentes fatores envolvidos na busca de ajuda por suporte emocional especializado (GRAPAL) e por suporte desenvolvimental (Tutoria). A saúde mental constitui aspecto fundamental para a busca de suporte especializado no GRAPAL, mas não apresenta relação com a participação do aluno no Programa Tutores. A compreensão, pelos tutores, de que a adesão ao Mentoring é um comportamento relacionado mais ao desejo do que à necessidade, pode ajudá-los na interação com os alunos, enfocando assim o aspecto central do Programa: o desenvolvimento. Identificar especificidades no uso dos recursos de suporte pode colaborar para o aprimoramento dos recursos de suporte e desenvolvimento de estratégias para sensibilização dos alunos quanto à procura de ajuda durante sua formação acadêmica / INTRODUCTION: Doubts, competitiveness and preparation for the residency examination increase burnout and insecurity at the end of medical course. At this moment, well-being is particularly important for the specialtys choice and examination success. However, its known that medical students are reluctant to seek help particularly for emotional problems. This study investigated the relationship among well-being, perceived needs and help-seeking in final-year students. METHOD: Well-being was assessed using Becks Inventories of Anxiety (BAI) and Depression (BDI) and the WHOQOL- bref (quality of life). A questionnaire was used to assess perceived needs and medical school support resources. RESULTS: The students reported good quality of life (68%) but presented anxiety (27%) depression (20%) and impaired social functioning. 51% of the students acknowledged academic needs and 25% psychological needs. Family and colleagues were the most important sources of support for psychological or academic needs. Only part of the students with anxiety and depression, or poor quality of life used the institutional support. Being a woman, recognizing emotional needs and presenting anxiety were associated to the use of psychological support service (GRAPAL). Being satisfied with mentor and mentoring group and recognizing positive changes were associated to Mentoring attendance. CONCLUSIONS: There are different factors involved in helpseeking for emotional specialized support (GRAPAL) and for development support (Programa Tutores). Mental health is a basic aspect for the use of GRAPAL but not related with Mentoring Program attendance. This find can help mentors in their work with the students, focusing in the central aspect of Mentoring: the development. Identifying specificity in the use of the medical school support resources may collaborate on its improvement and also on specific strategies in the students sensitization about seek-helping during the undergraduate course

Submitted by Suzana Dias (suzana.dias@famerp.br) on 2018-11-06T17:52:28Z No. of bitstreams: 1 ThomasEugenioPortes_dissert.pdf: 4704566 bytes, checksum: 455f651179bd9a6a5c7ae40f35183cda (MD5) / Made available in DSpace on 2018-11-06T17:52:28Z (GMT). No. of bitstreams: 1 ThomasEugenioPortes_dissert.pdf: 4704566 bytes, checksum: 455f651179bd9a6a5c7ae40f35183cda (MD5) Previous issue date: 2018-03-22 / Medical teaching has changed over time, requiring the expansion of active learning methodologies, such as problem-based learning. Student assessment is an important stage in the learning process and represents a challenge for medical schools. In this direction, two changes were made in the assessment instruments of the tutorial component: 1) the application of short answers questions applied before the closing section of the tutoring meeting, and 2) a change in the critical reasoning evaluation called "Triple Jump" to "Double Jump". Objectives: This study aims to evaluate the impact of these new assessments on students' grades as well as the reliability and validity of these instruments. Methodology: Quantitative, retrospective research, studying the impact of the changes made in the assessment methods in all the grades obtained in the Tutorial teaching component, by the second semester of 2015 and the complete 2016 year of medical students of the "Faculdade FACERES de São José do Rio Preto". Results: 1) Overall, after the introduction of the Short Answer Question, there was an increase in the scores of the summative tests and the final averages scores of students. 2) The Double Jump test maintained the ability to discriminate well-performing students from those with lower performance. Conclusions: The new evaluation tools have proved effective in improving students' performance. The Double Jump test proved to be an equivalent to Triple Jump. / A formação do médico tem mudado ao longo do tempo, exigindo a expansão das metodologias ativas de ensino, como o aprendizado baseado em problemas. A avaliação dos discentes é uma importante etapa do processo de aprendizagem e representa um desafio para o corpo docente. Neste sentido, duas mudanças foram feitas nos instrumentos de avaliação do componente curricular de tutoria: 1) a aplicação de uma prova dissertativa de respostas curtas aplicada antes da sessão de fechamento da tutoria, e 2) a mudança da avaliação de raciocínio crítico denominada “Salto triplo” para “Salto Duplo”. Objetivos: O presente trabalho visa avaliar o impacto destas novas avaliações nas notas dos alunos assim como a fidedignidade e a validade destes instrumentos. Metodologia: Pesquisa quantitativa, retrospectiva, estudando o impacto das mudanças efetuadas nos sistemas de avaliação em todas as notas do componente curricular de Tutoria, do segundo semestre de 2015 e de 2016, dos alunos do curso de medicina da Faculdade FACERES de São José do Rio Preto. Resultados: 1) De forma global, após a introdução da questão de resposta curta ocorreu aumento nas notas das provas somativas teóricas e médias finais. 2) A prova Salto Duplo manteve a capacidade de discriminar alunos com bom desempenho daqueles com desempenho inferior. Conclusões: Os novos instrumentos de avaliação se mostraram eficazes em melhorar o desempenho dos alunos. A prova “Salto Duplo” se mostrou uma alternativa equivalente ao “Salto Triplo”.

Submitted by Suzana Dias (suzana.dias@famerp.br) on 2018-11-08T18:49:44Z No. of bitstreams: 1 IngridBergamo_tese.pdf: 1064975 bytes, checksum: 9e0e7172fe0651d93343a9e319a8eac1 (MD5) / Made available in DSpace on 2018-11-08T18:49:44Z (GMT). No. of bitstreams: 1 IngridBergamo_tese.pdf: 1064975 bytes, checksum: 9e0e7172fe0651d93343a9e319a8eac1 (MD5) Previous issue date: 2018-02-28 / Stress can cause physical and mental health problems, reduce students' self-esteem, and affect their academic performance. It is a psychological shift that is becoming more frequent among medical students than the general population, and these levels of stress can affect academic performance. We will compare the students' level of stress with methodology used in each of the medical schools, along with their learning style. When the individual learning style does not fit the method used by the student's university, the shock can become another stressor. We evaluated learning styles and stress levels among medical students of a medical school and another university in the state of São Paulo applying different teaching methods. The results showed that most of the students presented reflective learning style in both schools (60.4% in UNOESTE and 32.7% in FACERES) and high levels of overall stress among students (68.2% in UNOESTE and 74.0% in FACERES). In the resistance phase (81.5%), there was a predominance of psychological symptoms of stress on physical symptoms in both faculties (75.9% of students in UNOESTE and 86.5% in FACERES). Female students were found to have higher stress levels than their male counterparts (72.0% and 55.0%, respectively). This is the first study to compare stress levels, learning styles and teaching methodologies at two different medical schools. / O estresse pode causar problemas de saúde física e mental, reduzir a autoestima dos alunos e afetar o desempenho acadêmico dos mesmos. É uma mudança psicológica que está se tornando cada vez mais freqüente entre os estudantes de medicina do que a da população em geral, e esses níveis de estresse podem afetar o desempenho acadêmico. Comparar o nível de estresse dos alunos com metodologia utilizada em cada uma das escolas médicas, junto ao seu estilo de aprendizagem. Quando o estilo de aprendizagem individual não se encaixa no método utilizado pela universidade do aluno, o choque pode tornar-se outro fator de estresse. Avaliamos estilos de aprendizagem e níveis de estresse entre estudantes de medicina de uma Faculdade de Medicina e de outra Universidade do estado de São Paulo que aplicam diferentes métodos de ensino. Os resultados mostraram que a maioria dos alunos apresentou o estilo de aprendizagem reflexiva em ambas as escolas (60,4% na UNOESTE e 32,7% na FACERES) e altos níveis de estresse global entre os alunos (68,2% na UNOESTE e 74,0% na FACERES). Na fase de resistência (81,5 %) e houve predominância de sintomas psicológicos de estresse sobre sintomas físicos em ambas as faculdades (75,9 % dos estudantes da UNOESTE e 86,5 % na FACERES). Estudantes do sexo feminino foram encontrados por apresentar maiores níveis de estresse do que seus homólogos do sexo masculino (72,0 % e 55,0 %, respectivamente). Este é o primeiro estudo a comparar os níveis de estresse, estilos de aprendizagem e metodologias de ensino em duas escolas médicas diferentes.

Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-10-11T14:58:36Z No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:11:42Z (GMT) No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-21T12:11:48Z (GMT) No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) / Made available in DSpace on 2016-10-21T12:11:55Z (GMT). No. of bitstreams: 1 DissFTA.pdf: 2176177 bytes, checksum: 1346fca0e4e25fa4309f4080854c36a6 (MD5) Previous issue date: 2015-03-26 / Não recebi financiamento / The numerous changes in health care, is creating the need for revaluations and adjustments in vocational training policies. The health graduation, particularly medical training, has been challenged in this regard. In Brazil, the National Curriculum Guidelines, adopted in 2001 to guide the Pedagogical Project Course (PPC) health degree, are considered a major milestone in training, promoting the fight against health conditions of the population, expressed in health needs through a critical and reflective formation. Fourteen years after the publication of the DCN- 2001, the goal of this research was to analyze the translation of these guidelines in PPC's. the medical graduation projects of Federal Institutions in Southeastern Brazil were analyzed. The sample was composed of 12 institutions, after applying the inclusion and exclusion criteria. For the analysis of PPC's was built / validated an evaluation matrix. two axes were analyzed (i) curriculum and (ii) professional profile, according to the constituent elements of DCN. The analysis of PPC's identified the category "general profile egress" as the one closest to the Policy and Health Management category as the more distanced. The simple publication of the guidelines, as well as its translation in PPC's do not guarantee their applicability, but are an important indicator of educational Instituição. This research points to the need to create the PPC's discussion environments, stimulating sharing experiences, achievements and challenges, respecting the uniqueness of each institution, but stimulating the advancement towards the guidelines. / As inúmeras mudanças na atenção à saúde, vem criando a necessidade de reavaliações e adequações nas políticas de formação de profissionais. A graduação em saúde, em especial a formação médica, tem sido desafiada nesse sentido. No Brasil, as Diretrizes Curriculares Nacionais, aprovadas em 2001 para orientar os Projetos Pedagógicos de Curso (PPC) da graduação em saúde, são consideradas um grande marco na formação, promovendo o enfrentamento das condições de saúde da população brasileira, expressas nas necessidades de saúde, por meio de uma formação crítica e reflexiva. Passados quatorze anos da publicação das DCN- 2001, o objetivo dessa investigação foi de analisar a tradução dessas diretrizes nos PPC´s. Foram analisados os projetos da graduação médica das Instituições Federais da Região Sudeste do Brasil. A amostra foi composta por 12 instituições, após aplicação dos critérios de inclusão e exclusão. Para a análise dos PPC´s foi construída/validada uma matriz avaliativa. Foram analisados dois eixos (i) currículo e (ii) perfil profissional, segundo os elementos constitutivos das DCN. A análise dos PPC´s identificou a categoria “Perfil geral do egresso” como a que mais se aproximou da DCN e a categoria Gestão em Saúde como a que mais se distanciou. A simples publicação das diretrizes, bem como sua tradução nos PPC´s não garantem sua aplicabilidade, mas são importante indicativo para a ação educacional da Instituição. A presente pesquisa apontou para necessidade de criação de ambientes de discussão dos PPC´s, estimulando o compartilhamento de experiências, conquistas e desafios, respeitando a singularidade de cada Instituição, mas estimulando o avanço no sentido das diretrizes.

Leung, Yiu Cho Joseph. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 116-118). / Abstracts in English and Chinese. / LIST OF ABBREVIATIONS --- p.viii / LIST OF TABLES --- p.xiii / LIST OF FIGURES --- p.xv / Chapter CHAPTER 1: --- INTRODUCTION --- p.1 / Chapter CHAPTER 2: --- VIRTUAL PATIENT AND IT USES AROUND THE WORLD --- p.5 / Chapter 2.1: --- Introduction --- p.5 / Chapter 2.2: --- Advantages of Virtual Patient --- p.6 / Chapter 2.2.1: --- Improved Access to Learning Material --- p.6 / Chapter 2.2.2: --- Development of Higher Order Learning Skills --- p.6 / Chapter 2.2.3: --- Provide an Environment for Safe Practice --- p.7 / Chapter 2.2.4: --- Efficient Use of Teacher's Time --- p.7 / Chapter 2.2.5: --- Teach Interdisciplinary Care --- p.7 / Chapter 2.2.6: --- Used for Assessment --- p.8 / Chapter 2.3: --- Categorizing Virtual Patients --- p.8 / Chapter 2.4: --- Virtual Patient Authoring System --- p.9 / Chapter 2.5: --- Virtual Patients Authoring Systems around the World --- p.10 / Chapter 2.5.1: --- Introduction --- p.10 / Chapter 2.5.2: --- The CASUS System --- p.10 / Chapter 2.5.3: --- The CAMPUS System --- p.10 / Chapter 2.5.4: --- Web-SP --- p.11 / Chapter 2.5.5: --- OpenLabyrinth --- p.11 / Chapter 2.5.6: --- vpSim --- p.12 / Chapter 2.5.7: --- Others Centres Using VPs --- p.12 / Chapter CHAPTER 3: --- FORMATIVE ASSESSMENT CASES STUDIES --- p.13 / Chapter 3.1: --- History of FACS --- p.13 / Chapter 3.2: --- FACS Authoring System --- p.13 / Chapter 3.3: --- Teaching and Learning Resources Centre --- p.16 / Chapter CHAPTER 4: --- ANAESTHESIA TEACHING IN CUHK --- p.18 / Chapter 4.1: --- Introduction --- p.18 / Chapter 4.2: --- E-learning in Anaesthesia in CUHK --- p.19 / Chapter 4.2.1: --- Introduction: --- p.19 / Chapter 4.2.2: --- Preoperative Assessment FACS --- p.19 / Chapter 4.2.3: --- Storyline Virtual Patient --- p.23 / Chapter 4.3: --- Preparing the VPs --- p.27 / Chapter 4.3.1: --- Introduction --- p.27 / Chapter 4.3.2: --- Focus Group Interview --- p.28 / Chapter 4.3.3: --- Summary of Findings --- p.29 / Chapter 4.4.1: --- Methods --- p.29 / Chapter 4.4.2: --- Results --- p.31 / Chapter 4.4.2.1: --- Student Usage --- p.31 / Chapter 4.4.2.2: --- Surveys --- p.32 / Chapter CHAPTER 5: --- ACUTE PAIN MANAGEMENT VIRTUAL PATIENTS --- p.37 / Chapter 5.1: --- Introduction --- p.37 / Chapter 5.2: --- Acute Pain Management FACS --- p.38 / Chapter 5.3: --- Storyline Virtual Patient Chapter 6 --- p.40 / Chapter CHAPTER 6: --- COMPARING FACS AND SL-VP ON APM (2009-2010) --- p.41 / Chapter 6.1: --- Introduction --- p.41 / Chapter 6.2: --- Study Design --- p.42 / Chapter 6.2.1: --- Background Information --- p.42 / Chapter 6.2.2: --- Research Plan --- p.43 / Chapter 6.3: --- Hypothesis --- p.44 / Chapter 6.4: --- Module MCQ Examination --- p.44 / Chapter 6.4.1 --- Administration of Test: --- p.44 / Chapter 6.4.2 --- IDEAL Programme: --- p.46 / Chapter 6.5: --- Module MEQ Examination --- p.51 / Chapter 6.6: --- Final MEQ Examination --- p.52 / Chapter 6.7: --- Login Data --- p.52 / Chapter 6.8: --- Survey --- p.53 / Chapter 6.9: --- Student-Teacher Questionnaire --- p.53 / Chapter 6.10: --- Results and Findings --- p.54 / Chapter 6.10.1: --- Introduction --- p.54 / Chapter 6.10.2 --- Module MCQ Examination --- p.55 / Chapter 6.10.2.1: --- Result --- p.55 / Chapter 6.10.2.2: --- Discussion --- p.58 / Chapter 6.10.3: --- Module MEQ Examination --- p.59 / Chapter 6.10.3.1: --- Result --- p.59 / Chapter 6.10.3.2: --- Discussion --- p.61 / Chapter 6.10.4.1: --- Result --- p.62 / Chapter 6.10.4.2: --- Discussion --- p.67 / Chapter 6.10.5: --- Login Time --- p.68 / Chapter 6.10.5.1: --- Result --- p.68 / Chapter 6.10.5.2: --- Discussion --- p.69 / Chapter 6.10.6: --- Survey --- p.70 / Chapter 6.10.6.1: --- Usage --- p.70 / Chapter 6.10.6.2: --- E-Learning Material from Anaesthesia Department --- p.71 / Chapter 6.10.6.3: --- Comparisons between FACS and SL-VP --- p.72 / Chapter 6.10.6.4: --- Improving Students for their Future Role as Surgical House Officers --- p.73 / Chapter 6.10.6.5: --- Students' opinion on teaching methods --- p.74 / Chapter 6.10.6.6: --- Free text comments --- p.74 / Chapter 6.10.6.7: --- Discussion --- p.75 / Chapter 6.10.7: --- Student-Teacher Questionnaire --- p.77 / Chapter 6.10.7.1: --- Result --- p.77 / Chapter 6.11: --- Discussion --- p.78 / Chapter 6.11.1: --- VPs on students' examination outcome --- p.78 / Chapter 6.11.2: --- Comparing between FACS and SL-VP --- p.79 / Chapter 7.1: --- Introduction --- p.82 / Chapter 7.2: --- Study Design --- p.82 / Chapter 7.3: --- Research Plan --- p.83 / Chapter 7.3.1: --- Module MCQ Examination --- p.84 / Chapter 7.3.2: --- Module MEQ Examination --- p.84 / Chapter 7.3.3: --- Final MEQ Examination --- p.84 / Chapter 7.4: --- Hypothesis --- p.85 / Chapter 7.5: --- Result and Findings --- p.85 / Chapter 7.5.1: --- Introduction --- p.85 / Chapter 7.4.2: --- Module MCQ Examination --- p.85 / Chapter 7.4.2.1: --- Result --- p.85 / Chapter 7.4.2.2: --- Discussion --- p.88 / Chapter 7.4.3: --- Module MEQ Examination --- p.89 / Chapter 7.4.3.1: --- Result --- p.89 / Chapter 7.4.3.2: --- Discussion --- p.90 / Chapter 7.4.4: --- Final MEQ Examination --- p.91 / Chapter 7.4.4.1: --- Result --- p.91 / Chapter 7.4.4.2: --- Discussion --- p.92 / Chapter 7.5: --- Conclusion --- p.93 / Chapter CHAPTER 8: --- SUMMARY AND CONCLUSION --- p.94 / Chapter 8.1: --- Summary of thesis --- p.94 / Chapter 8.2: --- Limitation --- p.94 / Chapter 8.3: --- Conclusion --- p.95 / APPENDIX --- p.96 / REFERENCES --- p.116

Diss. (sammanfattning) Stockholm : Karolinska institutet, 2007. / Härtill 4 uppsatser.