Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-03-14T12:03:39Z No. of bitstreams: 1 Suely Rodrigues Thuler.pdf: 975463 bytes, checksum: a9cef63b3843b73cc4cdc67502af17bc (MD5) / Made available in DSpace on 2018-03-14T12:03:39Z (GMT). No. of bitstreams: 1 Suely Rodrigues Thuler.pdf: 975463 bytes, checksum: a9cef63b3843b73cc4cdc67502af17bc (MD5) Previous issue date: 2018-02-05 / SOBEST- Brazilian Association of Stomatherapy: stomas, wounds and incontinences, established in 2003, the title of TiSOBEST specialist in order to qualify stomatherapist nurses to practice the specialization, validate professional training and scientific-technical skills, by achievement of title awarding exams with pre-established criteria. The need felt by the Board to assess practical skills, prompted the present study. The study aims to propose an evaluation model that measures the skills in a wide range of this specialization. To reach these purposes, analysis include, the psychometric analysis of the level of difficulty; the discrimination and reliability coefficient of the items tested; the organization of Collection of Multiple Choice Items, after selection and adaptation, according to Criteria for Elaboration of Items, of the questions used in previous exams; reduction from one hundred items on the written exam, to eighty items and a presentation to the Board, proposal of addition of the Objective Structured Clinical Examination – OSCE to the two phases of the current exam, which nominated a commission to evaluate the cost, organization and operationalization of the reformulation of the title awarding exam / A SOBEST - Associação Brasileira de Estomaterapia: estomias, feridas e incontinências instituiu, em 2003, o título de especialista TiSOBEST com o objetivo de qualificar o enfermeiro estomaterapeuta para exercer a especialidade, validar sua capacitação profissional e competências técnico-científicas, por meio da realização de provas de título com critérios pré-estabelecidos. A necessidade de avaliar habilidades práticas, sentida pela diretoria, inspirou o presente estudo, que teve como objetivo propor um modelo de avaliação que mensure as competências nas áreas de abrangências da especialidade. Para alcançar esses propósitos, foi realizada a análise psicométrica do grau de dificuldade, discriminação e coeficiente de fidedignidade dos itens das provas realizadas; organizado um Acervo de Itens de Múltipla Escolha, após seleção e adequação, segundo os Critérios para Elaboração de Itens, das questões utilizadas em concursos anteriores; redução do número de cem itens da prova escrita, para oitenta itens e apresentação, à diretoria, proposta de acréscimo do exame clínico objetivo estruturado (Objetive Structured Clinical Examination - OSCE) às duas fases do exame atual, que nomeou uma comissão para avaliação de custos, organização e operacionalização da reformulação da prova de título

Made available in DSpace on 2016-04-27T13:10:26Z (GMT). No. of bitstreams: 1 Diovano Paust de Oliveira.pdf: 2060848 bytes, checksum: 95c443bf73906356fa78cae247217e3e (MD5) Previous issue date: 2014-08-28 / The evaluation of students and medical residents through Miniex is already well grounded in literature, with several papers demonstrating their validity and reliability. This paper aims the comparison of two groups of residents of Orthopedics in the Orthopedics Oncology area, utilizing Miniex assessments and a theoretical test examination. A total of 56 Miniex evaluations were carried out divided into two groups of residents being seven of them 2 nd year residents of Orthopedics and another seven attending the 3 rd year medical residency. There was a best performance of 3 rd year residents regarding skill competence of medical interview as well as on theoretical test examination. It has been also identified that skill in medical interview was the best marker for a good performance in the evaluation of Miniex. Analyzing some features of patients, such as gender and complexity of the case shows the possibility of these influencing the score giving to the student. We also observed that there is no association between the score giving to evidence and theoretical Miniex assessments. The findings of this study suggest there are peculiarities in the evaluation process as in the charging of individual knowledge that subjective considerations deserve, in addition to the score offered by traditionally carried out assessments. The use of Miniex is perfectly feasible as a evaluation tool in medical residency; its use can be can be spread to other medical education institutions / A avaliação dos estudantes e residentes de medicina através do Miniex já está bem fundamentada na literatura, com diversos trabalhos demonstrando sua validade e confiabilidade. Este trabalho objetiva a comparação de dois grupos de residentes de ortopedia na subárea de oncologia ortopédica, utilizando as avaliações do Miniex associadas a uma prova teórica. Foram realizadas um total de 56 avaliações do Miniex divididas em dois grupos de residentes, 7 residentes do 2° ano de ortopedia e 7 residentes do 3° ano. Verificou-se um melhor desempenho dos residentes do 3° ano para a competência de habilidade da entrevista médica, bem como nas notas da prova teórica. Identificou-se também ser habilidade na entrevista médica o melhor marcador para um bom desempenho na avaliação do Miniex. Analisando algumas características dos pacientes, tais quais gêneros e complexidade do caso, observouse a possibilidade dessas poderem influenciar na nota recebida pelo estudante. Observou-se também não haver associação entre as notas da prova teórica e as avaliações do Miniex. Os achados deste estudo sugeriram haver peculiaridades tanto no processo avaliativo quanto na carga do conhecimento individual que merecem considerações subjetivas além das notas oferecidas pelas avaliações tradicionalmente realizadas. A aplicação do Miniex como instrumento avaliativo é perfeitamente factível nas residências médicas, podendo seu uso ser ampliado nas instituições de formação médica

This study used multilevel measurement modeling to examine the differential difficulties of math and reading items for Grade 6 students participating in Ontario’s provincial assessment in 2005-2006, in relation to whether they received a setting accommodation, had a learning disability (LD), and spoke a language in addition to English. Both differences in difficulty between groups of students for all items (impact) and for individual items (differential item functioning) were examined. Students’ language backgrounds (whether they spoke a language in addition to English) were not significantly related to item difficulty. Compared to non-accommodated students with LD, math and reading items were relatively difficult for accommodated students with LD. Moreover, the difference in overall impact on math items was larger than on reading items for accommodated and non-accommodated students with LD. Overall, students without LD and who did not receive a setting accommodation outperformed students with LD and/or who received a setting accommodation as well as accommodated students without LD. It is important to note that, because this was an operational test administration, students were assigned to receive accommodations by their schools based on their individual needs. It is, therefore, not possible to separate the effect of the setting accommodation on item difficulty from the effects of other differences between the accommodated and non-accommodated groups. The differences in math and reading item difficulties between accommodated and non-accommodated students with LD may be due in part to factors such as comorbidity of LD and attention deficit hyperactivity disorder (ADHD) or a possible mismatch between the setting accommodation and the areas of disabilities. Moreover, the results of the present study support the underarousal/optimal stimulation hypothesis instead of the premise of the inhibitory control and attention for the use of setting accommodation. After controlling for the impact across all items of setting accommodation and LD, several math and reading items were found to exhibit differential item functioning (DIF). The possible sources of DIF were (1) math items that were not adherent to specific item-writing rules and (2) reading items targeting different types of comprehension. This study also found that the linguistic features of math items (total words, total sentences, average word length, monosyllabic words for math) and reading items (word frequency, average sentence length, and average words per sentence for reading) were associated with math and reading item difficulties for students with different characteristics. The total sentences and average word length in a math item as well as total words in a reading item significantly predicted the achievement gap between groups. Therefore, the linguistic features should be taken into account when assessments are developed and validated for examinees with varied characteristics.

This study used multilevel measurement modeling to examine the differential difficulties of math and reading items for Grade 6 students participating in Ontario’s provincial assessment in 2005-2006, in relation to whether they received a setting accommodation, had a learning disability (LD), and spoke a language in addition to English. Both differences in difficulty between groups of students for all items (impact) and for individual items (differential item functioning) were examined. Students’ language backgrounds (whether they spoke a language in addition to English) were not significantly related to item difficulty. Compared to non-accommodated students with LD, math and reading items were relatively difficult for accommodated students with LD. Moreover, the difference in overall impact on math items was larger than on reading items for accommodated and non-accommodated students with LD. Overall, students without LD and who did not receive a setting accommodation outperformed students with LD and/or who received a setting accommodation as well as accommodated students without LD. It is important to note that, because this was an operational test administration, students were assigned to receive accommodations by their schools based on their individual needs. It is, therefore, not possible to separate the effect of the setting accommodation on item difficulty from the effects of other differences between the accommodated and non-accommodated groups. The differences in math and reading item difficulties between accommodated and non-accommodated students with LD may be due in part to factors such as comorbidity of LD and attention deficit hyperactivity disorder (ADHD) or a possible mismatch between the setting accommodation and the areas of disabilities. Moreover, the results of the present study support the underarousal/optimal stimulation hypothesis instead of the premise of the inhibitory control and attention for the use of setting accommodation. After controlling for the impact across all items of setting accommodation and LD, several math and reading items were found to exhibit differential item functioning (DIF). The possible sources of DIF were (1) math items that were not adherent to specific item-writing rules and (2) reading items targeting different types of comprehension. This study also found that the linguistic features of math items (total words, total sentences, average word length, monosyllabic words for math) and reading items (word frequency, average sentence length, and average words per sentence for reading) were associated with math and reading item difficulties for students with different characteristics. The total sentences and average word length in a math item as well as total words in a reading item significantly predicted the achievement gap between groups. Therefore, the linguistic features should be taken into account when assessments are developed and validated for examinees with varied characteristics.

Thesis (Dr. P.H.)--University of Texas Health Science Center at Houston, School of Public Health, 2007. / Source: Dissertation Abstracts International, Volume: 68-10, Section: B, page: 6614. Adviser: Jay H. Glasser. Includes bibliographical references.

Submitted by Cássia Santos (cassia.bcufg@gmail.com) on 2014-11-10T17:07:29Z No. of bitstreams: 2 Dissertacao Silvia Cristina Marques Nunes Pricinote - 2014.pdf: 3142679 bytes, checksum: 7edf3a0901cadb02d69368a253245d08 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2014-11-18T11:23:53Z (GMT) No. of bitstreams: 2 Dissertacao Silvia Cristina Marques Nunes Pricinote - 2014.pdf: 3142679 bytes, checksum: 7edf3a0901cadb02d69368a253245d08 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-11-18T11:23:53Z (GMT). No. of bitstreams: 2 Dissertacao Silvia Cristina Marques Nunes Pricinote - 2014.pdf: 3142679 bytes, checksum: 7edf3a0901cadb02d69368a253245d08 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-02-12 / In education, feedback can be defined by information provided by an agent that can be a teacher, a mate, a book, oneself or an experience about certain aspects of the student's performance or knowledge. Feedback creates awareness of learning, for it emphasizes deviations among the desired goals and the actual results, encourages changes and indicates the appropriate behavior, promoting individual's motivation to repeat the correct action. The aim of this research was to analyze the student’s perception of the meaning of feedback in formative assessment, and, therefore, know how it is delivered. This is a qualitative research. Data were collected via focus groups with fourth year or eighth term students at three medical schools in the state of Goiás. Thematic analysis revealed eight major themes: understanding of feedback by the students, frequency of the received feedback, impact of feedback in the teaching and learning process, the perception of the feedback received, characteristics of received feedback, factors related to the occurrence of feedback, characteristics of the teacher to provide feedback and characteristics of the student to receive feedback. We realize that the students, in spite of their difficulty to conceptualize, can understand partially what feedback means, because there is no concept of internal feedback. On the other hand, they can recognize the importance of feedback for their learning process and they are receptive to effective feedback. However, they are unhappy with the low frequency and the lack of regulation of this tool. It is observed that the practice of feedback needs to be improved in the teaching and learning environment of the students, regardless of the institution or curriculum. Teachers should be stimulated to give feedback, as well the students should be stimulated to seek it, so that it is regular and continuous practice in educational environments. / Em educação, define-se feedback como uma informação provida por um agente: professor, par, livro, por si próprio ou por uma experiência, sobre determinados aspectos da performance ou o conhecimento do aluno. Feedback gera uma conscientização para a aprendizagem, pois ressalta dissonâncias entre o resultado pretendido e o real, incentivando mudanças, apontando comportamentos adequados e motivando o indivíduo a repetir o acerto. O objetivo deste trabalho foi analisar a percepção de discentes de medicina sobre o significado do feedback na avaliação formativa e conhecer como o feedback é ministrado. Foi realizada uma pesquisa qualitativa por meio de grupos focais com alunos do quarto ano ou oitavo período de três faculdades de medicina do estado de Goiás. Os dados foram analisados através da técnica de análise de conteúdo, criando-se as seguintes categorias: compreensão de feedback pelos alunos, frequência do feedback recebido, impacto do feedback no processo de ensino aprendizagem, percepção sobre o feedback recebido, características do feedback recebido, fatores relacionados à ocorrência do feedback, características do docente para dar o feedback e características do discentes para receber o feedback. Percebe-se que os alunos, embora tenham dificuldade em conceituar, compreendem parcialmente o que é feedback, pois falta a concepção do feedback interno. Conseguem reconhecer a importância do feedback para seu processo de aprendizagem e se mostram receptivos ao feedback efetivo. Entretanto, encontram-se insatisfeitos com a baixa frequência e a falta de regulamentação desta ferramenta. Observa-se também que a prática do feedback precisa ser aprimorada nos ambientes de ensino e aprendizagem, independente da instituição ou modelo curricular. Deve – se estimular tanto os docentes a darem o feedback quanto aos discentes a buscar recebê-lo, para que seja uma prática regular e contínua nos ambientes de ensino.

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Knowledge of how gender affects learning is scarcely understood in the realm of nursing education. Prior studies have indicated certain learning styles are predictors of passing board examinations. Pinpointing specific learning styles could improve educational outcomes and produce thoroughly equipped nurses. Previous researchers have studied the differences in learning preferences according to gender; however, no studies have solely concentrated on gender specific learning preferences among undergraduate nursing students. Learning Interest, as well as Goal Orientation, were found to be statistically significant between genders.

BACKGROUND: The success of flipped classrooms is dependent upon students' preparation prior to class, the lack of which is the most common challenge associated with this teaching methodology. To mitigate this limitation, it is important to develop and assess methods of engaging learners during pre-class activities. OBJECTIVE: To determine if quiz delivery method (embedded throughout versus after pre-class videos) affects students' knowledge retention, grades, and video viewing behavior. METHODS: Participating students were randomized to take quizzes, either during pre-class videos via Panopto (EQV) or after pre-class videos in the traditional manner via Moodle (TMM). Outcomes assessed included students' knowledge retention, scores on pre- and post-class quizzes, and pre-class video viewing behavior (total views and minutes viewed per student) during a three-week period. Having experienced both quizzing modalities during the semester, the perceptions from students in the EQV group were surveyed. RESULTS: Baseline assessment results of both groups (n = 27 per group) were comparable with a median score of 33% (IQR: 17, 50) in both groups. Performance was also similar on knowledge retention [TMM: 67% (50, 83) vs. EQV: 83% (50, 83)], pre-class quiz scores [TMM: 90% (87, 97) vs. EQV: 93% (90, 95)], and post-class quiz scores [TMM: 93% (80, 100) vs. EQV: 87% (80, 100)], while students in the EQV group had more total views [10 (8, 12)] vs. [5 (2, 11)] and minutes viewed [71 (36, 108) vs. 35 (15, 81)]. Results from the perception survey administered to students in the EQV group (74.1% response rate) indicated a preference for embedded quizzes overall (58%) and for class preparation (75%) when compared with post-video quizzes. CONCLUSION: Students' knowledge retention and performance were similar in both EQV and TMM groups, though students in the EQV group were more engaged with videos and most of them preferred this quiz delivery. Using embedded quizzes for formative rather than summative assessment might be an appropriate mechanism to encourage students' viewing of pre-class videos and their preparation for flipped classes.

No campo da Educação está cada vez mais presente o meio eletrônico com suas potencialidades. O ensino mediado por tecnologia é uma realidade, oferecido no âmbito internacional e em todos os campos do saber. Esse novo meio em rede do processo de aprendizagem favorece a promoção das estratégias de ensino centradas no aluno. Paralelamente, múltiplos fatores culminaram no surgimento de uma nova ciência: a Bioética. O processo de aprendizagem em Bioética se identifica com a aquisição de competências que vão além do conhecimento do conteúdo, do saber teórico. Engloba habilidades cognitivas de reflexão e discernimento, de juízo e decisão que conduzem ao saber comportar-se com qualidade e aconselhar de forma assertiva, diante de uma questão ética que reclama uma ação, atitude ou postura adequada. Portanto, identificam-se como elementos desse processo, não apenas o conhecimento do conteúdo, mas também as habilidades que determinam a capacidade operativa do indivíduo no âmbito da Bioética. Especificamente faz-se necessário o desenvolvimento e aplicação de metodologias de avaliação adequadas ao meio digital e à finalidade do processo de ensino-aprendizagem nesta área do saber. Este estudo propõe o modelo de análise qualitativa de conteúdo de Yang (2008) como metodologia para identificar as competências próprias do aprendizado específico da Bioética nas postagens dos alunos em fóruns eletrônicos. Sua metodologia de análise contempla indicadores de aprendizagem cognitiva (cognitive learning) adquiridos através de fóruns eletrônicos, abrangendo competências de conteúdo e habilidades cognitivas. O modelo de análise de conteúdo proposto por Yang demonstrou-se eficiente para aferir a aprendizagem no campo da Bioética, apontando a capacidade e profundidade das reflexões pessoais; também é adequado para avaliar o registro das habilidades cognitivas que correspondem ao aprendizado de bioética, bem como se apresenta como uma ferramenta de grande utilidade para a elaboração das questões dos fóruns visando às competências pretendidas. / In the field of Education electronic means are increasingly present, with all its potentialities. Teaching through technological means is a reality offered internationally and in every educational field. These new means of the learning process in the web offer teaching strategies centered on the student. Simultaneously and in parallel, due to several factors, a final result appeared: the development of a new science, Bioethics. The learning process in Bioethics identifies itself with the acquisition of competencies which goes beyond the knowledge of the content, the theoretical knowledge. Includes cognitive abilities of reflection and insight, judgment and decision, which lead to the knowledge of how to behave with quality and advise assertively, through an ethical issue that calls for a proper proceeding, attitude or posture. Therefore the elements of the learning process identify themselves not only with acquired knowledge of the contents but also with the abilities which determine the operative capacity of the student in the sphere of Bioethics. Specifically it becomes necessary to develop evaluation methodologies suitable to the digital technologies and to the objective of the teaching-learning process in this sphere of knowledge. This study proposes de Yang qualitative analysis of content (2008) as a methodology to identify the competences specific to the learning of Bioethics in answers given by the students in electronic forums. The analysis methodology contemplates cognitive learning indicators acquired through the electronic forums, which include content competences and cognitive abilities. The Yang qualitative analysis of content was efficient to evaluate the learning in the sphere of Bioethics, indicating the capacities and depth of personal reflection; it was also adequate to evaluate the registry of cognitive abilities which correspond to the learning of Bioethics, as well as a valuable tool to elaborate questions to the forums in the direction of the sought competences.