SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/176

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Navegando SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem por Curso "Especialização em Metodologias Ativas"

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    Caderno de escrevivências: um modelo de portfólio reflexivo para disciplina de Educação Nutricional
    (Universidade Federal do Vale do São Francisco - UNIVASF, 2023-12-23) Tavares Filho, Rafael Arcanjo; Vieira, Michelle Christini Araújo; https://lattes.cnpq.br/4494436053406392
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    Metodologias ativas e ensino-aprendizagem de língua brasileira de sinais (libras) em saúde: revisão de escopo e proposta de framework
    (Universidade Federal do Vale do São Francisco, 2024-01-12) Silva, Augusto Santana Palma; Lopes, Dailza Araújo; https://orcid.org/0000-0002-0537-076X; http://lattes.cnpq.br/7189901485894854; https://orcid.org/0000-0002-6332-0402; https://lattes.cnpq.br/1430125694492574
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    Uso da metodologia osce invertido como instrumento de ensino e aprendizagem no curso de medicina da univasf: um relato de experiência
    (Universidade Federal do Vale do São Francisco, 2024-01-11) Araújo, Franklin Jr; Barreto, Raphaela; https://orcid.org/0000-0001-7195-9858; http://lattes.cnpq.br/4617213714835536; https://orcid.org/0009-0009-3075-8414; http://lattes.cnpq.br/4910668880508663
    The Medicine course at the Federal University of Vale do São Francisco (UNIVASF), Paulo Afonso campus, adopts active teaching and learning methodologies in its pedagogical project. For the evaluation of the competencies, skills and attitudes to be acquired by students throughout his academic training uses the OSCE (Objective Structured Clinical Examination) methodology. The OSCE, made up of stations set up in simulation laboratories, is a structured assessment instrument, like a checklist of tasks for students' medical skills and ability to “know how to demonstrate”. Based on experiences in the Skills and Attitudes axis it was found that students, especially after the Covid-19 pandemic, when undergoing the assessment process through the OSCE methodology, presented a significant level of stress and anxiety, compromising their mental health. The objective of this study was to report an experience with the OSCE, in the inverted format, as an intervention proposal with the aim of positively modifying the teaching and learning environment. The method used to validate the methodology was feedback, in person and online, carried out at the end of the activity, through which the teacher highlighted the positive points, presented the aspects to be improved and conveyed words of encouragement. The students, using Google Forms, recorded their perception about the activity, giving their opinion on the teaching performance, recognizing the viability of the adapted method and its positive impact on academic performance and students' psycho-emotional health.
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    O uso das Metodologias Ativas na formação de graduandos em saúde para atuação no Sistema Único de Saúde: uma pesquisa bibliográfica
    (Universidade Federal do Vale do São Francisco, 2024-01-27) Santos, Bárbara; Espíndula, Daniel; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; https://orcid.org/0000-0001-7426-3311; http://lattes.cnpq.br/6610429726044496
    This work aims to analyze the discussions in the scientific literature about the use of Active Methodologies in the training of health graduates to work in the Unified Health System. This is bibliographical research on the topic “The use of Active Methodologies in the training of health graduates to work in the Unified Health System”. The search was carried out in November 2023, in the SciELO database, under inclusion criteria: the materials needed to be related to the objective of the research in evidence and be published with free access in the aforementioned database. The final sample consisted of 13 articles. Around 40% applied the Problematization Methodology – Arco de Charles Maguerez. Two studies did not focus on preparing students to work in the SUS. Thus, it highlights the need for pedagogical work that stimulates an educational process in health centered on the holistic view of care, recommended for care in Care Networks and, above all, public and quality care.
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