QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS

Detalhes bibliográficos
Autor(a) principal: Dias, Camilla Lorraine Moreira
Data de Publicação: 2024
Outros Autores: Dittz, Erika da Silva, Veiga, Fernanda Natielle Araújo, Silveira, Luana Fátima Alvarenga, Amaral, Raquel Vieira do, Xavier, Raiane Teixeira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Saberes Plurais: Educação na saúde
Texto Completo: https://seer.ufrgs.br/index.php/saberesplurais/article/view/136417
Resumo: Introduction: Educational planning actions prove to be fundamental for pedagogical practice, guiding the educator's work so that it is a continuous process of critical-reflective action. Objective: To report the experience of an educational action on the use of feedback in the training process of two residency programs (multi and uniprofessional) at a philanthropic hospital in Belo Horizonte, Minas Gerais, Brazil. Experience report: Six face-to-face meetings were organized by the programs' preceptors to develop the educational action, in which 117 preceptors from the Multiprofessional Residency in Neonatology and Residency in Obstetric Nursing programs participated. The pedagogical action was preceded by planning, based on a need previously indicated in the daily practice by the preceptors. The use of the feedback tool in the evaluation process of the resident professional was addressed, considering its components – timeliness, specificity, assertiveness – and the communication skills required in the educational process, followed by simulations of inadequate and effective feedback. Conclusion: Planning the educational practice made it possible to achieve the learning objectives of the educational activity carried out. It is recommended to invest in the planning of continuing education actions aimed at preceptorship, designed based on the needs experienced by professional preceptors in the daily life of health residency programs, in order to support them in the evaluation process and encourage their participation in activities health teaching-learning-evaluation.
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spelling QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMSCALIFICACIÓN DE LA HERRAMIENTA DE RETROALIMENTACIÓN EN EL PROCESO DE EVALUACIÓN: INFORME DE EXPERIENCIA EN PROGRAMAS DE RESIDENCIA MULTIPROFESIONAL Y UNIPROFESIONALQUALIFICAÇÃO DA FERRAMENTA FEEDBACK NO PROCESSO AVALIATIVO: RELATO DE EXPERIÊNCIA EM PROGRAMAS DE RESIDÊNCIA MULTIPROFISSIONAL E UNIPROFISSIONALPlanejamentoFeedback FormativoPreceptoriaInternato não MédicoPlanningFormative FeedbackPreceptorshipInternship, NonmedicalPlanificaciónRetroalimentación FormativaPreceptoríaInternado no MédicoIntroduction: Educational planning actions prove to be fundamental for pedagogical practice, guiding the educator's work so that it is a continuous process of critical-reflective action. Objective: To report the experience of an educational action on the use of feedback in the training process of two residency programs (multi and uniprofessional) at a philanthropic hospital in Belo Horizonte, Minas Gerais, Brazil. Experience report: Six face-to-face meetings were organized by the programs' preceptors to develop the educational action, in which 117 preceptors from the Multiprofessional Residency in Neonatology and Residency in Obstetric Nursing programs participated. The pedagogical action was preceded by planning, based on a need previously indicated in the daily practice by the preceptors. The use of the feedback tool in the evaluation process of the resident professional was addressed, considering its components – timeliness, specificity, assertiveness – and the communication skills required in the educational process, followed by simulations of inadequate and effective feedback. Conclusion: Planning the educational practice made it possible to achieve the learning objectives of the educational activity carried out. It is recommended to invest in the planning of continuing education actions aimed at preceptorship, designed based on the needs experienced by professional preceptors in the daily life of health residency programs, in order to support them in the evaluation process and encourage their participation in activities health teaching-learning-evaluation.Introducción: Las acciones de planificación educativa resultan fundamentales para la práctica pedagógica, orientando el trabajo del educador para que sea un proceso continuo de acción crítico-reflexiva. Objetivo: Informar la experiencia de una acción educativa sobre el uso de la retroalimentación en el proceso de formación de dos programas de residencia (multi y uniprofesional) en un hospital filantrópico de Belo Horizonte, Minas Gerais, Brasil. Relato de experiencia: Se organizaron seis reuniones presenciales por parte de los preceptores de los programas para desarrollar la acción educativa, en las que participaron 117 preceptores de los programas de Residencia Multiprofesional en Neonatología y Residencia en Enfermería Obstétrica. La acción pedagógica fue precedida por una planificación, basada en una necesidad previamente indicada en la práctica diaria por los preceptores. Se abordó el uso de la herramienta de retroalimentación en el proceso de evaluación del profesional residente, considerando sus componentes – oportunidad, especificidad, asertividad – y las habilidades comunicativas requeridas en el proceso educativo, seguido de simulaciones de retroalimentación inadecuada y efectiva. Conclusión: La planificación de la práctica educativa permitió alcanzar los objetivos de aprendizaje de la actividad educativa realizada. Se recomienda invertir en la planificación de acciones de educación continua orientadas a la preceptoría, diseñadas a partir de las necesidades que experimentan los profesionales preceptores en el día a día de los programas de residencia en salud, con el fin de apoyarlos en el proceso de evaluación e incentivar su participación en actividades de salud. enseñanza-aprendizaje-evaluación.Introdução: Ações de planejamento educacional se mostram fundamentais para a prática pedagógica, orientando o trabalho do educador de forma que ele seja um processo contínuo de ação crítico-reflexiva. Objetivo: Relatar a experiência acerca de uma ação educativa sobre o uso do feedback no processo formativo de dois programas de residência (multi e uniprofissional) de um hospital filantrópico de Belo Horizonte, Minas Gerais, Brasil. Relato da experiência: Foram organizados pelas preceptoras dos programas, seis encontros presenciais para desenvolver a ação educativa, dos quais participaram 117 preceptores dos programas da Residência Multiprofissional em Neonatologia e da Residência em Enfermagem Obstétrica. A ação pedagógica foi precedida de um planejamento, a partir de uma necessidade identificada previamente no cotidiano da prática pelas preceptoras. Foi abordado o uso da ferramenta do feedback no processo avaliativo do profissional residente, considerando seus componentes – tempestividade, especificidade, assertividade – e as habilidades de comunicação demandadas no processo educacional, seguidas de simulações de feedbacks inadequado e eficaz. Conclusão: O planejamento da prática educativa possibilitou o alcance dos objetivos de aprendizagem da atividade educativa realizada. Recomenda-se o investimento no planejamento de ações de educação permanente voltadas à preceptoria, pensadas a partir das necessidades vivenciadas pelos profissionais preceptores no cotidiano dos programas de residência em saúde, no sentido de apoiá-los no processo avaliativo e estimular sua participação nas atividades de ensino-aprendizagem-avaliação.Editora da UFRGS2024-02-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://seer.ufrgs.br/index.php/saberesplurais/article/view/13641710.54909/sp.v8i1.136417Saberes Plurais; Vol. 8 No. 1 (2024): Saberes Plur. (Publicação em fluxo contínuo); e136417Saberes Plurais Educação na Saúde; Vol. 8 Núm. 1 (2024): Saberes Plur. (Publicação em fluxo contínuo); e136417Saberes Plurais Educação na Saúde; v. 8 n. 1 (2024): Saberes Plur. (Publicação em fluxo contínuo); e1364172525-507X10.54909/sp.v8i1reponame:Saberes Plurais: Educação na saúdeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/saberesplurais/article/view/136417/91323http://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess Dias, Camilla Lorraine MoreiraDittz, Erika da SilvaVeiga, Fernanda Natielle Araújo Silveira, Luana Fátima AlvarengaAmaral, Raquel Vieira do Xavier, Raiane Teixeira2024-02-10T23:00:07Zoai:seer.ufrgs.br:article/136417Revistahttps://seer.ufrgs.br/saberesplurais/PUBhttps://seer.ufrgs.br/saberesplurais/oaisaberesplurais@ufrgs.br2525-507X2525-507Xopendoar:2024-02-10T23:00:07Saberes Plurais: Educação na saúde - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
CALIFICACIÓN DE LA HERRAMIENTA DE RETROALIMENTACIÓN EN EL PROCESO DE EVALUACIÓN: INFORME DE EXPERIENCIA EN PROGRAMAS DE RESIDENCIA MULTIPROFESIONAL Y UNIPROFESIONAL
QUALIFICAÇÃO DA FERRAMENTA FEEDBACK NO PROCESSO AVALIATIVO: RELATO DE EXPERIÊNCIA EM PROGRAMAS DE RESIDÊNCIA MULTIPROFISSIONAL E UNIPROFISSIONAL
title QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
spellingShingle QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
Dias, Camilla Lorraine Moreira
Planejamento
Feedback Formativo
Preceptoria
Internato não Médico
Planning
Formative Feedback
Preceptorship
Internship, Nonmedical
Planificación
Retroalimentación Formativa
Preceptoría
Internado no Médico
title_short QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
title_full QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
title_fullStr QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
title_full_unstemmed QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
title_sort QUALIFICATION OF THE FEEDBACK TOOL IN THE EVALUATION PROCESS: EXPERIENCE REPORT IN MULTI-PROFESSIONAL AND UNI-PROFESSIONAL RESIDENCY PROGRAMS
author Dias, Camilla Lorraine Moreira
author_facet Dias, Camilla Lorraine Moreira
Dittz, Erika da Silva
Veiga, Fernanda Natielle Araújo
Silveira, Luana Fátima Alvarenga
Amaral, Raquel Vieira do
Xavier, Raiane Teixeira
author_role author
author2 Dittz, Erika da Silva
Veiga, Fernanda Natielle Araújo
Silveira, Luana Fátima Alvarenga
Amaral, Raquel Vieira do
Xavier, Raiane Teixeira
author2_role author
author
author
author
author
dc.contributor.author.fl_str_mv Dias, Camilla Lorraine Moreira
Dittz, Erika da Silva
Veiga, Fernanda Natielle Araújo
Silveira, Luana Fátima Alvarenga
Amaral, Raquel Vieira do
Xavier, Raiane Teixeira
dc.subject.por.fl_str_mv Planejamento
Feedback Formativo
Preceptoria
Internato não Médico
Planning
Formative Feedback
Preceptorship
Internship, Nonmedical
Planificación
Retroalimentación Formativa
Preceptoría
Internado no Médico
topic Planejamento
Feedback Formativo
Preceptoria
Internato não Médico
Planning
Formative Feedback
Preceptorship
Internship, Nonmedical
Planificación
Retroalimentación Formativa
Preceptoría
Internado no Médico
description Introduction: Educational planning actions prove to be fundamental for pedagogical practice, guiding the educator's work so that it is a continuous process of critical-reflective action. Objective: To report the experience of an educational action on the use of feedback in the training process of two residency programs (multi and uniprofessional) at a philanthropic hospital in Belo Horizonte, Minas Gerais, Brazil. Experience report: Six face-to-face meetings were organized by the programs' preceptors to develop the educational action, in which 117 preceptors from the Multiprofessional Residency in Neonatology and Residency in Obstetric Nursing programs participated. The pedagogical action was preceded by planning, based on a need previously indicated in the daily practice by the preceptors. The use of the feedback tool in the evaluation process of the resident professional was addressed, considering its components – timeliness, specificity, assertiveness – and the communication skills required in the educational process, followed by simulations of inadequate and effective feedback. Conclusion: Planning the educational practice made it possible to achieve the learning objectives of the educational activity carried out. It is recommended to invest in the planning of continuing education actions aimed at preceptorship, designed based on the needs experienced by professional preceptors in the daily life of health residency programs, in order to support them in the evaluation process and encourage their participation in activities health teaching-learning-evaluation.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/saberesplurais/article/view/136417
10.54909/sp.v8i1.136417
url https://seer.ufrgs.br/index.php/saberesplurais/article/view/136417
identifier_str_mv 10.54909/sp.v8i1.136417
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/saberesplurais/article/view/136417/91323
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFRGS
publisher.none.fl_str_mv Editora da UFRGS
dc.source.none.fl_str_mv Saberes Plurais; Vol. 8 No. 1 (2024): Saberes Plur. (Publicação em fluxo contínuo); e136417
Saberes Plurais Educação na Saúde; Vol. 8 Núm. 1 (2024): Saberes Plur. (Publicação em fluxo contínuo); e136417
Saberes Plurais Educação na Saúde; v. 8 n. 1 (2024): Saberes Plur. (Publicação em fluxo contínuo); e136417
2525-507X
10.54909/sp.v8i1
reponame:Saberes Plurais: Educação na saúde
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Saberes Plurais: Educação na saúde
collection Saberes Plurais: Educação na saúde
repository.name.fl_str_mv Saberes Plurais: Educação na saúde - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv saberesplurais@ufrgs.br
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