Navegando por Palavras-chave "undergraduate"

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    Biochemistry in undergraduate health courses - Structure and organization
    (Wiley-Blackwell, 2003-11-01) Ferreira Gerab, Irani [UNIFESP]; Batista, Nildo Alves [UNIFESP]; Universidade Federal de São Paulo (UNIFESP); Univ Santo Amaro
    This article describes the following aspects of teaching biochemistry in undergraduate health courses: objectives, number of hours, time in which the subject is studied, selection of content, teaching strategies, and evaluation methodologies used. Fifty-three courses distributed in 13 areas within the health field and offered by 12 institutions were analyzed for this matter. An exploratory research was developed, with data obtained from documentation analysis, form completion, and interviews with teachers involved. for the analysis of data, both quantitative and qualitative approaches were used. the analysis of teaching plans for the subjects under investigation shows that their inclusion in the curriculum occurs early in the professional education. the subject focus is intradisciplinary, and there is a great diversity in terms of number of hours, even if one looks at the same professional field. There is a tendency to standardize objectives, centralizing the teaching in biochemical knowledge, which is frequently not related to the specific proposal of professional education. We also noticed that there is a certain degree of similarity in the contents, even though some specific content is seen in the courses of dentistry and veterinary medicine. From the value given to lectures, one could see an evidence of transmission of pre-established content. Thus, there seems to be a need to stimulate the use of more active learning methodologies. As for evaluation, this study suggests an increased emphasis on the formative approach to assessing students.
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    Desenvolvimento docente e a formação de médicos
    (Associação Brasileira de Educação Médica, 2009-01-01) Perim, Gianna Lepre; Abdalla, Ively Guimarães [UNIFESP]; Aguilar-da-Silva, Rinaldo Henrique; Lampert, Jadete Barbosa; Stella, Regina Celes de Rosa [UNIFESP]; Costa, Nilce Maria da Silva Campos; Universidade Estadual de Londrina; Ministério do Esporte Secretaria Nacional de Esporte Educacional; Universidade Federal de São Paulo (UNIFESP); Faculdade de Medicina de Marília; Universidade Federal de Santa Maria; Universidade Federal de Goiás
    Based on the results obtained in the self-assessment performed by 28 medical schools (MS) making part of the Project Evaluation of Change Trends (Caem/Abem), this paper examines the behavior of medical schools according to the predominant alternatives (traditional, innovative, progressive) with regard to the four vectors comprising the axis Teaching Development: Pedagogical Training; Technical-Scientific Up-Dating; Participation in Assistance Services and Management. Although half of these MS consider themselves traditional, the group recognizes the importance and influence of this axis in the medical education process, considering it essential for supporting the implemented changes and ensuring interaction between University, Health Services and Community from the perspective of integrality. For this group of 28 medical schools, the axis Teaching Development is very far from the recommendations of the National Curriculum Guidelines.
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    Workshop report: "Using Social Media and Smartphone Applications in Practical Lessons to Enhance Student Learning" in Buzios, Brazil (August 6-8, 2017)
    (Amer Physiological Soc, 2018) Lellis-Santos, Camilo [UNIFESP]; Halpin, Patricia A. [UNIFESP]
    Cost-effective student engagement poses a challenge for instructors, especially those who may not be familiar with new technologies and mobile devices. In this workshop, participants, experienced and discussed two ways of using smartphones in physiology classes: to engage in an online learning environment for discussions, and to make physiological measurements. Participants signed up for individual Twitter accounts and learned how to tweet, retweet. message, use a URL shortener, and use hashtags. They then went on to locate articles on an assigned topic from the Twitter accounts of credible science sources (American Journal of Physiology, The Scientist, CDC.gov , WHO.int) and applied their Twitter skills to discuss the science topic of current interest. Additionally, participants shared their knowledge about the use of smartphones as a tool for teaching