Trabalho docente em saúde: desafios e perspectivas

• Autor(a) principal: Lottermann, Karla Siqueira
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000008gk6
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6068
• topic: Docência; Relações interperssoais; Ensino superior; Qualificação; Estudantes; Teaching; Interpersonal relationship; Students; Higher education; Qualification; CIENCIAS DA SAUDE

Introduction: Higher Education Institutions have the great challenge of reviewing its role in the education of health professionals. The professors' training for teaching in universities, especially in health care, is addressed at post graduation levels in specific technical areas. It is common that professors, in health care area, start teaching without any prior preparation. Professors play an important role in the university's papal rescue as technical and liberating training space. Objective: Evaluate professor training and their pedagogical practice with the perceptions of students on the process of teaching/learning in medical schools, nursing and nutrition at a public institution of higher education in Goiás. Methods: This is an exploratory qualitative and quantitative descriptive study. It was submitted to the Ethics and Research Committee of the Clinical Hospital, Federal University of Goiás protocol number 777,812. The studied group was consisted of teachers and students of undergraduate courses in Nursing, Medicine and Nutrition from a higher education institution in the Central West of the country. For the data collection it was used the attitudinal Likert instrument composed of 25 assertions, sent by e-mail, first accompanied by an invitation letter explaining the survey and forwarding the link to LimeSurvey Platform. Respondents were able to choose among four options: Fully Agree; Inclined to Agree; Inclined to Disagree and Fully Disagree. For each option it was previously assigned a score between 1 and 4 points. The semi-structured interview took place only with the students with 5 guiding questions. It was made the documentary analysis of the National Curriculum Guidelines and the Policy Projects of the courses in issue. The data collection instrument was made in 3 dimensions: D1: Characteristics of Teaching Work; D2: the teaching work Planning and D3: Interpersonal relationships in teaching. The Likert attitudinal instrument was validated in its content and statistically as for the dispersion of the assertions through Linear Correlation Coefficient (r); and validation of reliability (Spearman-Brown). The interviews passed through content analysis and were categorized using the same dimensions made for the Likert instrument. Results: In the process of instrument validation on the professors group, there were ten invalidated assertions (40.00%). The validation of reliability was 0.82 showing good statistical consistency to the applied instrument. For the group of students, excellent content validation impacting with the loss of assertion of a total of 25 amounting to a percentage of 4.00%. Validation of reliability was 0.78, showing acceptable statistical consistency to the instrument applied. 54 professors and 150 students were surveyed. Analyzing the dimensions, the data indicates that professors have concluded as positive the Dimension 1: Teaching Work Characteristics and the students disagreed. Both note the need for improvement regarding Dimension 2: Planning of teaching and Dimension 3: Interpersonal relationships of teaching. Conclusion: Students are more critical to dimensions built on this work than professors. The educational proposals of the institutions can and should create opportunities and training courses, or projects to make space for the continued training of these teachers. The formation of teachers should be seen as a continuous and progressive action, and involves an individual perspective and an institutional perspective.