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Abstract(s)
Introdução: O universo educativo é um determinante da satisfação e do sucesso dos
estudantes. A aquisição de competências e o raciocínio clínico é influenciado quer por
fatores intrínsecos dos próprios estudantes, quer por fatores externos, nomeadamente:
os recursos e métodos pedagógicos, o gosto pelos temas abordados, os desafios e os
objetivos propostos. Na avaliação de uma unidade curricular podemos focar-nos em
temas como a organização, a qualidade dos materiais disponibilizados para estudar
(livros, apresentações, artigos…), a equidade dos métodos e critérios de avaliação dos
alunos, as diversas estratégias de avaliação e o ambiente educativo.
Objetivo: Analisar e comparar a perceção que os estudantes de medicina de 6ºano da
Faculdade de Ciências da Saúde da Universidade da Beira Interior (UBI), Covilhã,
Portugal e da Universitat de Lleida – Facultad de Medicina (UdL), Lleida, Espanha
apresentam em relação a diferentes variáveis que estão relacionadas com a gestão e
planeamento de atividades pedagógicas.
Métodos: Aplicação de um questionário (GoogleForms) aos estudantes de medicina
que se encontram matriculados no 6º ano, e que frequentam a UBI e a UdL. O
questionário foi dividido em cinco partes; A primeira parte corresponde a um inquérito
sociodemográfico; da segunda à quinta parte o questionário é sobre a visão que o aluno
apresenta sobre a gestão e o planeamento dos horários das atividades pedagógicas; em
relação às fontes bibliográficas recomendadas; à avaliação e à prática clínica,
respetivamente. No final de cada parte, há uma apreciação geral sobre o tema
inquirido. No total participaram 139 estudantes e a análise estatística foi realizada com
recurso ao Statistical Package for the Social Sciences (SPSS), versão 25, com um nível
de significância a definido a 0.05.
Resultados: A frequência de alterações ao horário não diferiu significativamente
entre universidades (p=0.100). O estudo demonstra que um dos pontos onde a UBI se
destaca positivamente é na participação dos docentes no processo de aprendizagem dos
alunos. Os estudantes da UBI obtinham acesso aos critérios de avaliação mais tarde em
relação aos estudantes da UdL (p<0.001). A existência de avaliações práticas foi
semelhante entre as duas universidades (91,4% versus 93,5%; p>0.999). Na UBI, os
estudantes de medicina iniciaram significativamente mais tarde a prática clínica em
relação aos estudantes da UdL (p<0.001). A frequência com que os alunos tomaram
conhecimento do seu tutor (p=0.002) e a antecedência com que o aluno tem
conhecimento disto (p<0.001) foi menor e mais tardia, respetivamente, em comparação com os estudantes da UdL. Os estudantes da UBI referiram menos vezes
terem necessitado da ajuda do tutor para um procedimento e ele não estar presente
face aos estudantes da UdL (p=0.037), mas uma maior frequência de avaliações dos
estágios (p=0.002). No entanto, a perceção de autonomia para a elaboração de uma
história clínica completa foi menor nos estudantes da UBI (p=0.010). O pouco tempo
de estágio em cada serviço (54,0%) e a falta de à-vontade com o tutor (48,9%) foram as
principais razões apontadas para as dificuldades em realizar uma história clínica e um
exame objetivo completo.
Conclusão: Com este estudo podemos concluir que seria importante haver uma visão
mais detalhada sobre a gestão e o planeamento dos horários das atividades letivas em
ambas as universidades tendo por finalidade a diminuição do impacto que esta variável
possa ter na vida e no rendimento académico dos estudantes. A participação dos
docentes no processo de aprendizagem dos alunos tem um impacto positivo no modo
de aprendizagem dos mesmos. Uma boa relação com o tutor, o aumento dos dias de
estágio, e um aumento da autonomia dada aos estudantes são ferramentas que
permitem que o aluno adquira mais competências para o seu futuro como médico.
Introduction: The educational environment is a determinant of student satisfaction and success. The acquisition of skills and clinical reasoning is influenced by both intrinsic factors of the students themselves and by external factors, namely: the teaching resources and methods, the enjoyment of the topics covered, and the challenges and objectives proposed. When evaluating a curricular unit, we can focus on topics such as the organization, the quality of the materials made available for studying (books, presentations, articles...), the fairness of the students' assessment methods, the various assessment strategies and the educational environment. Objective: To analyse and compare the perception that 6th-year medical students of the Faculty of Health Sciences of the Universidade da Beira Interior (UBI), Covilhã, Portugal and of the Universitat de Lleida - Facultad de Medicina (UdL), Lleida, Spain have regarding different variables that are related to the management and planning of pedagogical activities. Methods: Application of a questionnaire (GoogleForms) to medical students enrolled in the 6th year, and attending UBI and UdL. The questionnaire was divided into 5 parts. The first part corresponds to a sociodemographic survey; from the second to the fifth part, the questionnaire is about the student's view on the management and planning of the schedule of teaching activities; regarding the recommended bibliographic sources; the assessment and the clinical practice, respectively. At the end of each part, there is a general appreciation of the questioned topic. A total of 139 students participated. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS), version 25, with a significance level a set at 0.05. Results: The frequency of changes to the timetable did not differ significantly between universities (p=0.100). The study shows that one of the points where UBI stands out positively is in the participation of teaching staff in the student learning process. UBI students obtained access to the assessment criteria later in relation to UdL students (p<0.001). The existence of practical assessments was similar between the two universities (91.4% versus 93.5%; p>0.999). At UBI, medical students started clinical practice significantly later than UdL students (p<0.001). The frequency with which students became aware of their tutor (p=0.002) and the time before they became aware of it (p<0.001) were lower and later, respectively, compared to UdL students. UBI students reported less often needing the tutor's help for a procedure and him/her not being present compared to UdL students (p=0.037), but a higher frequency of internship assessments (p=0.002). However, the perception of autonomy to prepare a complete clinical history was lower in UBI students (p=0.010). The short time of internship in each service (54.0%) and the lack of ease with the tutor (48.9%) were the main reasons for difficulties in taking a complete clinical history and objective examination. Conclusion: This study allowed us to conclude that it would be important to have a more detailed overview of the management and planning of teaching schedules in both universities in order to reduce the impact that this variable may have on students' lives and academic performance. The participation of lecturers in the students' learning process has a positive impact on the students' learning mode. A good relationship with the tutor, an increase in internship days, and an increase in the autonomy given to students are tools that allow students to acquire more skills for their future as doctors.
Introduction: The educational environment is a determinant of student satisfaction and success. The acquisition of skills and clinical reasoning is influenced by both intrinsic factors of the students themselves and by external factors, namely: the teaching resources and methods, the enjoyment of the topics covered, and the challenges and objectives proposed. When evaluating a curricular unit, we can focus on topics such as the organization, the quality of the materials made available for studying (books, presentations, articles...), the fairness of the students' assessment methods, the various assessment strategies and the educational environment. Objective: To analyse and compare the perception that 6th-year medical students of the Faculty of Health Sciences of the Universidade da Beira Interior (UBI), Covilhã, Portugal and of the Universitat de Lleida - Facultad de Medicina (UdL), Lleida, Spain have regarding different variables that are related to the management and planning of pedagogical activities. Methods: Application of a questionnaire (GoogleForms) to medical students enrolled in the 6th year, and attending UBI and UdL. The questionnaire was divided into 5 parts. The first part corresponds to a sociodemographic survey; from the second to the fifth part, the questionnaire is about the student's view on the management and planning of the schedule of teaching activities; regarding the recommended bibliographic sources; the assessment and the clinical practice, respectively. At the end of each part, there is a general appreciation of the questioned topic. A total of 139 students participated. Statistical analysis was performed using the Statistical Package for the Social Sciences (SPSS), version 25, with a significance level a set at 0.05. Results: The frequency of changes to the timetable did not differ significantly between universities (p=0.100). The study shows that one of the points where UBI stands out positively is in the participation of teaching staff in the student learning process. UBI students obtained access to the assessment criteria later in relation to UdL students (p<0.001). The existence of practical assessments was similar between the two universities (91.4% versus 93.5%; p>0.999). At UBI, medical students started clinical practice significantly later than UdL students (p<0.001). The frequency with which students became aware of their tutor (p=0.002) and the time before they became aware of it (p<0.001) were lower and later, respectively, compared to UdL students. UBI students reported less often needing the tutor's help for a procedure and him/her not being present compared to UdL students (p=0.037), but a higher frequency of internship assessments (p=0.002). However, the perception of autonomy to prepare a complete clinical history was lower in UBI students (p=0.010). The short time of internship in each service (54.0%) and the lack of ease with the tutor (48.9%) were the main reasons for difficulties in taking a complete clinical history and objective examination. Conclusion: This study allowed us to conclude that it would be important to have a more detailed overview of the management and planning of teaching schedules in both universities in order to reduce the impact that this variable may have on students' lives and academic performance. The participation of lecturers in the students' learning process has a positive impact on the students' learning mode. A good relationship with the tutor, an increase in internship days, and an increase in the autonomy given to students are tools that allow students to acquire more skills for their future as doctors.
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Keywords
Educação Médica Estudantes de Medicina Gestão Pedagogia Planificação