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Advisor(s)
Abstract(s)
Objetivos: Caracterizar o impacto educacional do processo de ensino da unidade curricular (UC) de Medicina Geral e Familiar (MGF), avaliando os resultados do ensino e aprendizagem na UC de MGF no ano letivo de 2017-2018.
Métodos: Foram analisados os resultados das respostas a questionário aplicado em sala no início e no fim de cada aula a todos os alunos respondentes. Realizou-se estatística descritiva sendo verificadas as dinâmicas de crescimento das respostas (Δ= (t2-t1)/t1). Adotou-se para significado estatístico o valor de p<0,01.
Resultados: Neste estudo, 78,3% das 60 perguntas apresentaram uma dinâmica de crescimento positiva e 21,6% das questões, apresentaram uma dinâmica de crescimento negativa. Houve um ganho em 50% do total de perguntas na melhor resposta no final da aula. Em 50% das questões, não houve avaliação satisfatória quanto à resposta dada 56,7% das perguntas apresentaram resultados estatisticamente significativos. Em 51,7% das perguntas há diferença com significado estatístico entre ambos os tempos de aplicação com p<0,01. Conclusões: Verificou-se ganho na melhoria das respostas no final da aula para os alunos que frequentaram as aulas teórico-práticas. A metodologia aplicada deverá ter futuras re-edições para confirmar os presentes resultados.
Objectives: To evaluate and reflect on the teaching process of the General and Family Medicine (MGF) Curricular Unit (UC), by assessing teaching and learning outcomes of General and Family Medicine in the academic year 2017--2018. Methods: Analysis of the pedagogical surveys and the questionnaires filled by the students at the beginning and end of each class. Descriptive statistics were performed as well as trends in answers. Results: In this study, 56.7% of the questions presented statistically significant results. 78.3% of the questions presented positive growth dynamics, 21.6% of the questions presented negative growth dynamics. There was a learning improvement in 50% of the total questions, post-training. In 50% of the questions, there was no satisfactory evaluation regarding gain and learning capacity improvement. Conclusions: There were training and learning improvements for the students who attended these theoretical--practical classes. Teaching strategy can now be refined to improve learning percentage as well as the students.
Objectives: To evaluate and reflect on the teaching process of the General and Family Medicine (MGF) Curricular Unit (UC), by assessing teaching and learning outcomes of General and Family Medicine in the academic year 2017--2018. Methods: Analysis of the pedagogical surveys and the questionnaires filled by the students at the beginning and end of each class. Descriptive statistics were performed as well as trends in answers. Results: In this study, 56.7% of the questions presented statistically significant results. 78.3% of the questions presented positive growth dynamics, 21.6% of the questions presented negative growth dynamics. There was a learning improvement in 50% of the total questions, post-training. In 50% of the questions, there was no satisfactory evaluation regarding gain and learning capacity improvement. Conclusions: There were training and learning improvements for the students who attended these theoretical--practical classes. Teaching strategy can now be refined to improve learning percentage as well as the students.
Description
Keywords
Estudantes de medicina Educação Médica Medicina Geral e Familiar Ensino Aprendizagem
Citation
Freitas M, Santiago LMMS, Rosendo I, Simões JAR. Impacto Educacional, pelo Método de Ensino de Medicina Geral e Familiar, nos Estudantes de Medicina da Universidade de Coimbra no Ano Letivo 2017-18. RevADSO 2019;7(11):17-25.