Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities

Detalhes bibliográficos
Autor(a) principal: Wander,Brenda
Data de Publicação: 2022
Outros Autores: Fernandes,Alessandra Tavares Francisco, Daudt,Carmen Vera Giacobbo, Gomes,Marta Quintanilha, Pinto,Maria Eugênia Bresolin
Tipo de documento: Relatório
Idioma: eng
Título da fonte: Revista Brasileira de Educação Médica (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022022000100408
Resumo: Abstract Introduction: The article describes the development and implementation of integrative activities as a formative evaluation of a distance-learning course of preceptorship specialization in Family and Community Medicine and discusses how the use of this activity is capable of integrating and assessing different knowledges, practices and performance of students in this modality of education. The course curriculum involves units with modules in three areas: family and community medicine, preceptorship and clinical practice, allowing the approach of essential topics for the practice of the specialty preceptor, which go beyond the study of pedagogical aspects. Experience report: The student was encouraged to carry out a textual production based on contextualized problems in the Primary Health Care preceptorship, guided by the tutor, aiming to critically reflect on the contents of each teaching unit. Illustrated situations were used in the activity statement, shown in comic strip format, which qualified the interpretation of the context addressed in the activity and promoted greater approximation with the reality experienced by the student. The contextualization of the activity and the exercise of putting oneself in the preceptor’s place were considered positive points by the tutors. Discussion: The student-tutor interaction is a fundamental part of the activity, as it allows the construction of knowledge from an interactionist perspective of education, which is the basis of the pedagogical proposal of the course. The activity allowed the identification of gaps and potentialities in the students’ learning and the implementation of particular pedagogical interventions. Conclusions: This type of activity ensures important dimensions of evaluative work in long-term courses: the procedural and interdisciplinary features. The integrative activity model can be used in distance courses with different disciplines, aiming at integrating them, providing a more in-depth approach and bringing the educational contents closer to the student’s reality.
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spelling Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activitiesContinuing medical educationDistance Educationformative feedbackCurriculumAbstract Introduction: The article describes the development and implementation of integrative activities as a formative evaluation of a distance-learning course of preceptorship specialization in Family and Community Medicine and discusses how the use of this activity is capable of integrating and assessing different knowledges, practices and performance of students in this modality of education. The course curriculum involves units with modules in three areas: family and community medicine, preceptorship and clinical practice, allowing the approach of essential topics for the practice of the specialty preceptor, which go beyond the study of pedagogical aspects. Experience report: The student was encouraged to carry out a textual production based on contextualized problems in the Primary Health Care preceptorship, guided by the tutor, aiming to critically reflect on the contents of each teaching unit. Illustrated situations were used in the activity statement, shown in comic strip format, which qualified the interpretation of the context addressed in the activity and promoted greater approximation with the reality experienced by the student. The contextualization of the activity and the exercise of putting oneself in the preceptor’s place were considered positive points by the tutors. Discussion: The student-tutor interaction is a fundamental part of the activity, as it allows the construction of knowledge from an interactionist perspective of education, which is the basis of the pedagogical proposal of the course. The activity allowed the identification of gaps and potentialities in the students’ learning and the implementation of particular pedagogical interventions. Conclusions: This type of activity ensures important dimensions of evaluative work in long-term courses: the procedural and interdisciplinary features. The integrative activity model can be used in distance courses with different disciplines, aiming at integrating them, providing a more in-depth approach and bringing the educational contents closer to the student’s reality.Associação Brasileira de Educação Médica2022-01-01info:eu-repo/semantics/reportinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022022000100408Revista Brasileira de Educação Médica v.46 n.1 2022reponame:Revista Brasileira de Educação Médica (Online)instname:Associação Brasileira de Educação Médica (ABEM)instacron:ABEM10.1590/1981-5271v46.1-20210176.inginfo:eu-repo/semantics/openAccessWander,BrendaFernandes,Alessandra Tavares FranciscoDaudt,Carmen Vera GiacobboGomes,Marta QuintanilhaPinto,Maria Eugênia Bresolineng2022-04-14T00:00:00Zoai:scielo:S0100-55022022000100408Revistahttp://www.educacaomedica.org.br/https://old.scielo.br/oai/scielo-oai.phprevista@abem-educmed.org.br||revista@educacaomedica.org.br1981-52710100-5502opendoar:2022-04-14T00:00Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM)false
dc.title.none.fl_str_mv Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
title Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
spellingShingle Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
Wander,Brenda
Continuing medical education
Distance Education
formative feedback
Curriculum
title_short Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
title_full Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
title_fullStr Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
title_full_unstemmed Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
title_sort Curriculum integration in the formative assessment of distance continuing medical education: the use of integrative activities
author Wander,Brenda
author_facet Wander,Brenda
Fernandes,Alessandra Tavares Francisco
Daudt,Carmen Vera Giacobbo
Gomes,Marta Quintanilha
Pinto,Maria Eugênia Bresolin
author_role author
author2 Fernandes,Alessandra Tavares Francisco
Daudt,Carmen Vera Giacobbo
Gomes,Marta Quintanilha
Pinto,Maria Eugênia Bresolin
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Wander,Brenda
Fernandes,Alessandra Tavares Francisco
Daudt,Carmen Vera Giacobbo
Gomes,Marta Quintanilha
Pinto,Maria Eugênia Bresolin
dc.subject.por.fl_str_mv Continuing medical education
Distance Education
formative feedback
Curriculum
topic Continuing medical education
Distance Education
formative feedback
Curriculum
description Abstract Introduction: The article describes the development and implementation of integrative activities as a formative evaluation of a distance-learning course of preceptorship specialization in Family and Community Medicine and discusses how the use of this activity is capable of integrating and assessing different knowledges, practices and performance of students in this modality of education. The course curriculum involves units with modules in three areas: family and community medicine, preceptorship and clinical practice, allowing the approach of essential topics for the practice of the specialty preceptor, which go beyond the study of pedagogical aspects. Experience report: The student was encouraged to carry out a textual production based on contextualized problems in the Primary Health Care preceptorship, guided by the tutor, aiming to critically reflect on the contents of each teaching unit. Illustrated situations were used in the activity statement, shown in comic strip format, which qualified the interpretation of the context addressed in the activity and promoted greater approximation with the reality experienced by the student. The contextualization of the activity and the exercise of putting oneself in the preceptor’s place were considered positive points by the tutors. Discussion: The student-tutor interaction is a fundamental part of the activity, as it allows the construction of knowledge from an interactionist perspective of education, which is the basis of the pedagogical proposal of the course. The activity allowed the identification of gaps and potentialities in the students’ learning and the implementation of particular pedagogical interventions. Conclusions: This type of activity ensures important dimensions of evaluative work in long-term courses: the procedural and interdisciplinary features. The integrative activity model can be used in distance courses with different disciplines, aiming at integrating them, providing a more in-depth approach and bringing the educational contents closer to the student’s reality.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/report
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dc.language.iso.fl_str_mv eng
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dc.relation.none.fl_str_mv 10.1590/1981-5271v46.1-20210176.ing
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dc.publisher.none.fl_str_mv Associação Brasileira de Educação Médica
publisher.none.fl_str_mv Associação Brasileira de Educação Médica
dc.source.none.fl_str_mv Revista Brasileira de Educação Médica v.46 n.1 2022
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reponame_str Revista Brasileira de Educação Médica (Online)
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repository.name.fl_str_mv Revista Brasileira de Educação Médica (Online) - Associação Brasileira de Educação Médica (ABEM)
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