A new model of group learning in a clinic discipline of the Medical course
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34632/cadernosdesaude.2010.2801 |
Resumo: | In medical education there is a long experience of small group teaching and learning (mainly problem-centred). This methodology requires a considerable number of teachers/tutors and seems more adequate for a coherent introduction of clinical elements during basic sciences learning than in the clinical years. Its use in a pure clinical setting demands specific modifications.In the academic year of 2006-2007 a new model for theoretical-practical sessions in Gynaecology was established for the students of Obstetrics and Gynaecology: discussion of a short clinical case (including a list of possible diagnosis, adequate clinical investigation and treatment proposals) in groups of 8 to 10 students followed by discussion among groups, after which the teacher produced a synthesis of the case. The total number of students involved in this program was divided in three groups throughout the year. A Likert-type questionnaire was used to assess how the students responded to the new methodology and to compare the acceptance with that of the established model used in the theoretical-practical sessions of Obstetrics. The correlation between the results of the written summative evaluation related to the experimental model and the global quantitative assessment of the discipline was also studied. More than 90% of the students rated as either “Very useful” or “Extremely useful” the possibility to study on clinical “real” situations, the final discussion with the teacher and the possibility to check and discuss the results of their group with those of the other groups in the class. A little more than 61% of the students showed preference for the new model. The evaluation of the answers of the three groups showed that the first one had, in general, the worst results. In the whole group of students, a positive significant correlation was found between the results of the specific written evaluation concerning the theoretical-practical sessions in Gynaecology and the overall written assessment of the discipline. Within-group analysis showed that the correlation was statistically significant only in one of the groups. In conclusion, this thesis was based on a pilot study applying an educational model for groups learning in a real situation. The response of the students to the model was very positive but there was not a clear preference for this methodology when compared to the one traditionally used in the discipline. The detailed implications of the results are discussed and some issues of the undergraduate curriculum in Medicine course are approached in a reflexive manner. |
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A new model of group learning in a clinic discipline of the Medical courseModelo de ensino aprendizagem em grupos numa disciplina clínica do curso de MedicinaIn medical education there is a long experience of small group teaching and learning (mainly problem-centred). This methodology requires a considerable number of teachers/tutors and seems more adequate for a coherent introduction of clinical elements during basic sciences learning than in the clinical years. Its use in a pure clinical setting demands specific modifications.In the academic year of 2006-2007 a new model for theoretical-practical sessions in Gynaecology was established for the students of Obstetrics and Gynaecology: discussion of a short clinical case (including a list of possible diagnosis, adequate clinical investigation and treatment proposals) in groups of 8 to 10 students followed by discussion among groups, after which the teacher produced a synthesis of the case. The total number of students involved in this program was divided in three groups throughout the year. A Likert-type questionnaire was used to assess how the students responded to the new methodology and to compare the acceptance with that of the established model used in the theoretical-practical sessions of Obstetrics. The correlation between the results of the written summative evaluation related to the experimental model and the global quantitative assessment of the discipline was also studied. More than 90% of the students rated as either “Very useful” or “Extremely useful” the possibility to study on clinical “real” situations, the final discussion with the teacher and the possibility to check and discuss the results of their group with those of the other groups in the class. A little more than 61% of the students showed preference for the new model. The evaluation of the answers of the three groups showed that the first one had, in general, the worst results. In the whole group of students, a positive significant correlation was found between the results of the specific written evaluation concerning the theoretical-practical sessions in Gynaecology and the overall written assessment of the discipline. Within-group analysis showed that the correlation was statistically significant only in one of the groups. In conclusion, this thesis was based on a pilot study applying an educational model for groups learning in a real situation. The response of the students to the model was very positive but there was not a clear preference for this methodology when compared to the one traditionally used in the discipline. The detailed implications of the results are discussed and some issues of the undergraduate curriculum in Medicine course are approached in a reflexive manner.Na educação médica há uma experiência longa de ensino e aprendizagem em pequenos grupos (essencialmente para resolução de problemas). Essa metodologia, além de requerer número considerável de docentes-tutores, parece mais adequada à introdução coerente de elementos clínicos na aprendizagem das ciências básicas do que ao ciclo clínico da formação pré-graduada. A sua aplicação às disciplinas clínicas impõe adaptações específicas. Para os alunos da disciplina de Obstetrícia e Ginecologia da Faculdade de Medicina de Lisboa no ano lectivo de 2006-2007 foi estabelecido um novo modelo de aulas teórico-práticas de Ginecologia: discussão de uma história clínica breve (com elaboração de hipóteses diagnósticas, subsequente investigação e propostas terapêuticas) em grupos de 8 a 10 alunos seguida de discussão entre os grupos e integração final pelo docente. O total dos alunos do curso foi distribuído por três blocos aproximadamente iguais ao longo do ano. A avaliação da adesão dos alunos à metodologia e a comparação com o modelo clássico de aulas teórico-práticas usado nas aulas de Obstetrícia foram efectuadas através de questionário essencialmente com perguntas fechadas (tipo escala de Likert). Foi também avaliada a correlação entre o resultado da avaliação específica das aulas teórico-práticas de Ginecologia e o resultado da avaliação teórica global da cadeira. Mais de 90% dos alunos consideraram “Muito útil“ ou “Extremamente útil“ a possibilidade de estudar sobre casos concretos, a resolução final dos casos discutida como docente e a possibilidade de conferir os resultados do seu grupo com os dos outros grupos. Cerca de 61% dos alunos disseram preferir o novo modelo, em relação ao clássico. A avaliação dos resultados dos três grupos mostra globalmente uma pior adesão no primeiro bloco de alunos. No grupo total de alunos encontrou-se uma correlação positiva significativa entre o resultado da avaliação específica das aulas teórico-práticas de Ginecologia e o resultado da avaliação global da disciplina. Analisando separadamente os grupos, essa correlação foi estatisticamente significativa apenas num dos blocos. Em conclusão, esta investigação-piloto desenvolvida em situação real teve grande adesão dos alunos ao modelo, embora não fosse nítida uma preferência por esta estratégia educativa quando comparada com a mais usual na disciplina. As implicações detalhadas dos resultados são discutidas ao longo do texto, sendo também abordados, de modo reflexivo, alguns aspectos do ensino pré-graduado da Medicina.Universidade Católica Portuguesa2010-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34632/cadernosdesaude.2010.2801https://doi.org/10.34632/cadernosdesaude.2010.2801Cadernos de Saúde; Vol 3 No 1 (2010); 33-56Cadernos de Saúde; v. 3 n. 1 (2010); 33-562795-43581647-055910.34632/cadernosdesaude.2010.3.1reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2801https://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2801/2704Direitos de Autor (c) 2010 Carlos Calhaz-Jorgehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCalhaz-Jorge, Carlos2023-10-03T15:47:33Zoai:ojs.revistas.ucp.pt:article/2801Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:32:53.470196Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A new model of group learning in a clinic discipline of the Medical course Modelo de ensino aprendizagem em grupos numa disciplina clínica do curso de Medicina |
title |
A new model of group learning in a clinic discipline of the Medical course |
spellingShingle |
A new model of group learning in a clinic discipline of the Medical course Calhaz-Jorge, Carlos |
title_short |
A new model of group learning in a clinic discipline of the Medical course |
title_full |
A new model of group learning in a clinic discipline of the Medical course |
title_fullStr |
A new model of group learning in a clinic discipline of the Medical course |
title_full_unstemmed |
A new model of group learning in a clinic discipline of the Medical course |
title_sort |
A new model of group learning in a clinic discipline of the Medical course |
author |
Calhaz-Jorge, Carlos |
author_facet |
Calhaz-Jorge, Carlos |
author_role |
author |
dc.contributor.author.fl_str_mv |
Calhaz-Jorge, Carlos |
description |
In medical education there is a long experience of small group teaching and learning (mainly problem-centred). This methodology requires a considerable number of teachers/tutors and seems more adequate for a coherent introduction of clinical elements during basic sciences learning than in the clinical years. Its use in a pure clinical setting demands specific modifications.In the academic year of 2006-2007 a new model for theoretical-practical sessions in Gynaecology was established for the students of Obstetrics and Gynaecology: discussion of a short clinical case (including a list of possible diagnosis, adequate clinical investigation and treatment proposals) in groups of 8 to 10 students followed by discussion among groups, after which the teacher produced a synthesis of the case. The total number of students involved in this program was divided in three groups throughout the year. A Likert-type questionnaire was used to assess how the students responded to the new methodology and to compare the acceptance with that of the established model used in the theoretical-practical sessions of Obstetrics. The correlation between the results of the written summative evaluation related to the experimental model and the global quantitative assessment of the discipline was also studied. More than 90% of the students rated as either “Very useful” or “Extremely useful” the possibility to study on clinical “real” situations, the final discussion with the teacher and the possibility to check and discuss the results of their group with those of the other groups in the class. A little more than 61% of the students showed preference for the new model. The evaluation of the answers of the three groups showed that the first one had, in general, the worst results. In the whole group of students, a positive significant correlation was found between the results of the specific written evaluation concerning the theoretical-practical sessions in Gynaecology and the overall written assessment of the discipline. Within-group analysis showed that the correlation was statistically significant only in one of the groups. In conclusion, this thesis was based on a pilot study applying an educational model for groups learning in a real situation. The response of the students to the model was very positive but there was not a clear preference for this methodology when compared to the one traditionally used in the discipline. The detailed implications of the results are discussed and some issues of the undergraduate curriculum in Medicine course are approached in a reflexive manner. |
publishDate |
2010 |
dc.date.none.fl_str_mv |
2010-01-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34632/cadernosdesaude.2010.2801 https://doi.org/10.34632/cadernosdesaude.2010.2801 |
url |
https://doi.org/10.34632/cadernosdesaude.2010.2801 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2801 https://revistas.ucp.pt/index.php/cadernosdesaude/article/view/2801/2704 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2010 Carlos Calhaz-Jorge http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2010 Carlos Calhaz-Jorge http://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
publisher.none.fl_str_mv |
Universidade Católica Portuguesa |
dc.source.none.fl_str_mv |
Cadernos de Saúde; Vol 3 No 1 (2010); 33-56 Cadernos de Saúde; v. 3 n. 1 (2010); 33-56 2795-4358 1647-0559 10.34632/cadernosdesaude.2010.3.1 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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