Problem-based learning: perception of medical students in contact with the patient.
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2022 |
| Outros Autores: | , , , , |
| Tipo de documento: | Artigo |
| Idioma: | por eng |
| Título da fonte: | Scire Salutis |
| Texto Completo: | https://sustenere.inf.br/index.php/sciresalutis/article/view/6918 |
Resumo: | The medical course provides the student with psychological and cognitive experiences, which can generate suffering, embarrassment and embarrassment. Active teaching and learning methodologies propose humanization during graduation. The objective: to identify the perceptions of students from a medical course with problem-based learning, regarding their psychological preparation, their experiences with the patient's suffering and situations of embarrassment and embarrassment. Prospective, longitudinal study, carried out with 219 students of a medical course based on the PBL methodology during graduation. Semi-structured questionnaires were used according to the periods in which they were found. Data were evaluated by descriptive analysis, bivariate and Pearson's chi-square test and by categorical content analysis. Significance level of 0.05. From the 572 returned questionnaires, 1096 responses were obtained, being analyzed three categories: regarding the psychological preparation of the student towards the patient; student involvement with the patient's suffering and student experiences in embarrassing and embarrassing situations. Students reported attitudes/behaviours in face of their experiences at graduation, as well as their preparation and/or psychological unpreparedness in the face of embarrassing and embarrassing situations experienced with the patient. Activities with the community, communication skills and clinics that made up the curriculum of the course, contributed to the student's learning and support with the patient. Conclusion: problem-based learning allows the student to experience the medical routine and a psychological and cognitive experience, in a continuous and progressive way, during their graduation. The students noticed some difficulties with the teaching model, in the relationship with patients and created possibilities in view of their needs and practical experiences. |
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Problem-based learning: perception of medical students in contact with the patient.Aprendizagem Baseada em Problema: percepção de alunos de Medicina no contato com o pacienteEstudantes de Medicina Ensino MédicoAprendizagem Baseada em Problemaselação Médico-PacienteMedical StudentsMedical EducationProblem-Based LearningDoctor-patient relationshipThe medical course provides the student with psychological and cognitive experiences, which can generate suffering, embarrassment and embarrassment. Active teaching and learning methodologies propose humanization during graduation. The objective: to identify the perceptions of students from a medical course with problem-based learning, regarding their psychological preparation, their experiences with the patient's suffering and situations of embarrassment and embarrassment. Prospective, longitudinal study, carried out with 219 students of a medical course based on the PBL methodology during graduation. Semi-structured questionnaires were used according to the periods in which they were found. Data were evaluated by descriptive analysis, bivariate and Pearson's chi-square test and by categorical content analysis. Significance level of 0.05. From the 572 returned questionnaires, 1096 responses were obtained, being analyzed three categories: regarding the psychological preparation of the student towards the patient; student involvement with the patient's suffering and student experiences in embarrassing and embarrassing situations. Students reported attitudes/behaviours in face of their experiences at graduation, as well as their preparation and/or psychological unpreparedness in the face of embarrassing and embarrassing situations experienced with the patient. Activities with the community, communication skills and clinics that made up the curriculum of the course, contributed to the student's learning and support with the patient. Conclusion: problem-based learning allows the student to experience the medical routine and a psychological and cognitive experience, in a continuous and progressive way, during their graduation. The students noticed some difficulties with the teaching model, in the relationship with patients and created possibilities in view of their needs and practical experiences.El curso de medicina proporciona al estudiante experiencias psicológicas y cognitivas, que pueden generar sufrimiento, vergüenza y vergüenza. Las metodologías activas de enseñanza y aprendizaje proponen la humanización durante la graduación. Objetivo: identificar las percepciones de estudiantes de un curso de medicina con aprendizaje basado en problemas, respecto a su preparación psicológica, sus vivencias con el sufrimiento del paciente y situaciones de vergüenza y vergüenza. Método: estudio prospectivo, longitudinal, realizado con 219 estudiantes de un curso de medicina basado en la metodología PBL durante la graduación. Se utilizaron cuestionarios semiestructurados de acuerdo a los períodos en que fueron encontrados. Los datos fueron evaluados por análisis descriptivo, bivariado y chi-cuadrado de Pearson y por análisis de contenido categórico. Nivel de significación de 0,05. Resultados: del total de 572 cuestionarios devueltos, se obtuvieron 1096 respuestas, siendo analizadas tres categorías: sobre la preparación psicológica del alumno hacia el paciente; participación del estudiante con el sufrimiento del paciente y las experiencias del estudiante en situaciones vergonzosas y vergonzosas. Los estudiantes relataron actitudes/comportamientos frente a sus vivencias en la graduación, así como su preparación y/o falta de preparación psicológica frente a situaciones bochornosas y bochornosas vividas con el paciente. Las actividades con la comunidad, las habilidades de comunicación y las clínicas que componían el plan de estudios del curso, contribuyeron al aprendizaje del alumno y al apoyo con el paciente. Conclusión: el aprendizaje basado en problemas permite al estudiante vivir la rutina médica y una experiencia psicológica y cognitiva, de forma continua y progresiva, durante su graduación. Los estudiantes notaron algunas dificultades con el modelo de enseñanza, en la relación con los pacientes y crearon posibilidades en vista de sus necesidades y experiencias prácticas.O curso médico propicia ao aluno vivências psicológicas e cognitivas, possíveis de gerar sofrimento, embaraço e constrangimento. As metodologias ativas de ensino e aprendizagem propõem a humanização durante a graduação. O objetivo é identificar as percepções de alunos de um curso médico com aprendizagem baseada em problemas, quanto ao seu preparo psicológico, suas vivências frente ao sofrimento do paciente e situações de embaraço e constrangimento. Estudo prospectivo, longitudinal, realizado com 219 alunos de um curso médico baseado na metodologia PBL durante a graduação. Utilizou-se questionários semiestruturados de acordo com os períodos em que se encontravam. Os dados foram avaliados por análise descritiva, bivariada e teste Qui-Quadrado de Pearson e por análise de conteúdo categorial. Nível de significância de 0,05. Do total de 572 questionários devolvidos, obteve-se 1096 respostas, sendo analisadas três categorias: quanto ao preparo psicológico do aluno frente ao paciente; envolvimento do aluno com o sofrimento do paciente e vivências do aluno em situações embaraçosas e constrangedoras. Os alunos relataram atitudes/comportamentos diante das suas vivências na graduação, tanto quanto ao seu preparo e/ou despreparo psicológico frente às situações embaraçosas e constrangedoras vivenciadas junto ao paciente. Atividades junto à comunidade, habilidades de comunicação e de clínicas que compunham a grade curricular do curso, contribuíram no aprendizado e no suporte do aluno junto ao paciente. A aprendizagem baseada em problemas possibilita que o estudante vivencie o cotidiano médico e uma experiência psicológica e cognitiva, de forma contínua e progressiva, durante a sua graduação. Os alunos perceberam algumas dificuldades com o modelo de ensino, na relação com os pacientes e criaram possibilidades frente às suas necessidades e vivências práticas.Sustenere Publishing2022-05-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://sustenere.inf.br/index.php/sciresalutis/article/view/691810.6008/CBPC2236-9600.2022.002.0022Scire Salutis; Vol. 12 No. 2 (2022): Scire Salutis - Fev, Mar, Abr 2022; 207-220Scire Salutis; Vol. 12 Núm. 2 (2022): Scire Salutis - Fev, Mar, Abr 2022; 207-220Scire Salutis; v. 12 n. 2 (2022): Scire Salutis - Fev, Mar, Abr 2022; 207-2202236-9600reponame:Scire Salutisinstname:Companhia Brasileira de Produção Científica (CBPC)instacron:ESSporenghttps://sustenere.inf.br/index.php/sciresalutis/article/view/6918/3763https://sustenere.inf.br/index.php/sciresalutis/article/view/6918/3762Copyright (c) 2022 Scire Salutishttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSouza Neta , Adozina Marques de Silva, Louise Nader Santos Trindade, Yasmin Tourinho Delmondes Pimentel , Déborah Mônica Machado Barreto, Íkaro Daniel de Carvalho Trindade, Leda Maria Delmondes Freitas2023-08-03T13:33:39Zoai:ojs.pkp.sfu.ca:article/6918Revistahttps://sustenere.co/index.php/sciresalutisONGhttps://sustenere.co/index.php/sciresalutis/oai||carlos@arvore.org.br2236-96002236-9600opendoar:2023-08-03T13:33:39Scire Salutis - Companhia Brasileira de Produção Científica (CBPC)false |
| dc.title.none.fl_str_mv |
Problem-based learning: perception of medical students in contact with the patient. Aprendizagem Baseada em Problema: percepção de alunos de Medicina no contato com o paciente |
| title |
Problem-based learning: perception of medical students in contact with the patient. |
| spellingShingle |
Problem-based learning: perception of medical students in contact with the patient. Souza Neta , Adozina Marques de Estudantes de Medicina Ensino Médico Aprendizagem Baseada em Problemas elação Médico-Paciente Medical Students Medical Education Problem-Based Learning Doctor-patient relationship |
| title_short |
Problem-based learning: perception of medical students in contact with the patient. |
| title_full |
Problem-based learning: perception of medical students in contact with the patient. |
| title_fullStr |
Problem-based learning: perception of medical students in contact with the patient. |
| title_full_unstemmed |
Problem-based learning: perception of medical students in contact with the patient. |
| title_sort |
Problem-based learning: perception of medical students in contact with the patient. |
| author |
Souza Neta , Adozina Marques de |
| author_facet |
Souza Neta , Adozina Marques de Silva, Louise Nader Santos Trindade, Yasmin Tourinho Delmondes Pimentel , Déborah Mônica Machado Barreto, Íkaro Daniel de Carvalho Trindade, Leda Maria Delmondes Freitas |
| author_role |
author |
| author2 |
Silva, Louise Nader Santos Trindade, Yasmin Tourinho Delmondes Pimentel , Déborah Mônica Machado Barreto, Íkaro Daniel de Carvalho Trindade, Leda Maria Delmondes Freitas |
| author2_role |
author author author author author |
| dc.contributor.author.fl_str_mv |
Souza Neta , Adozina Marques de Silva, Louise Nader Santos Trindade, Yasmin Tourinho Delmondes Pimentel , Déborah Mônica Machado Barreto, Íkaro Daniel de Carvalho Trindade, Leda Maria Delmondes Freitas |
| dc.subject.por.fl_str_mv |
Estudantes de Medicina Ensino Médico Aprendizagem Baseada em Problemas elação Médico-Paciente Medical Students Medical Education Problem-Based Learning Doctor-patient relationship |
| topic |
Estudantes de Medicina Ensino Médico Aprendizagem Baseada em Problemas elação Médico-Paciente Medical Students Medical Education Problem-Based Learning Doctor-patient relationship |
| description |
The medical course provides the student with psychological and cognitive experiences, which can generate suffering, embarrassment and embarrassment. Active teaching and learning methodologies propose humanization during graduation. The objective: to identify the perceptions of students from a medical course with problem-based learning, regarding their psychological preparation, their experiences with the patient's suffering and situations of embarrassment and embarrassment. Prospective, longitudinal study, carried out with 219 students of a medical course based on the PBL methodology during graduation. Semi-structured questionnaires were used according to the periods in which they were found. Data were evaluated by descriptive analysis, bivariate and Pearson's chi-square test and by categorical content analysis. Significance level of 0.05. From the 572 returned questionnaires, 1096 responses were obtained, being analyzed three categories: regarding the psychological preparation of the student towards the patient; student involvement with the patient's suffering and student experiences in embarrassing and embarrassing situations. Students reported attitudes/behaviours in face of their experiences at graduation, as well as their preparation and/or psychological unpreparedness in the face of embarrassing and embarrassing situations experienced with the patient. Activities with the community, communication skills and clinics that made up the curriculum of the course, contributed to the student's learning and support with the patient. Conclusion: problem-based learning allows the student to experience the medical routine and a psychological and cognitive experience, in a continuous and progressive way, during their graduation. The students noticed some difficulties with the teaching model, in the relationship with patients and created possibilities in view of their needs and practical experiences. |
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2022 |
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2022-05-18 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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publishedVersion |
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https://sustenere.inf.br/index.php/sciresalutis/article/view/6918 10.6008/CBPC2236-9600.2022.002.0022 |
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https://sustenere.inf.br/index.php/sciresalutis/article/view/6918 |
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10.6008/CBPC2236-9600.2022.002.0022 |
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por eng |
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por eng |
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https://sustenere.inf.br/index.php/sciresalutis/article/view/6918/3763 https://sustenere.inf.br/index.php/sciresalutis/article/view/6918/3762 |
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Copyright (c) 2022 Scire Salutis http://creativecommons.org/licenses/by-nc-nd/4.0 |
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openAccess |
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Sustenere Publishing |
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Scire Salutis; Vol. 12 No. 2 (2022): Scire Salutis - Fev, Mar, Abr 2022; 207-220 Scire Salutis; Vol. 12 Núm. 2 (2022): Scire Salutis - Fev, Mar, Abr 2022; 207-220 Scire Salutis; v. 12 n. 2 (2022): Scire Salutis - Fev, Mar, Abr 2022; 207-220 2236-9600 reponame:Scire Salutis instname:Companhia Brasileira de Produção Científica (CBPC) instacron:ESS |
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