Métodos Avaliativos em Educação em Saúde
Evaluation Methods in Health Education
Área de Concentração: 61133
Concentration area: 61133
Criação: 17/04/2023
Creation: 17/04/2023
Ativação: 27/10/2023
Activation: 27/10/2023
Nr. de Créditos: 2
Credits: 2
Carga Horária:
Workload:
Teórica (por semana) |
Theory (weekly) |
Prática (por semana) |
Practice (weekly) |
Estudos (por semana) |
Study (weekly) |
Duração | Duration | Total | Total |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 5 | 2 | 3 semanas | 3 weeks | 30 horas | 30 hours |
Docentes Responsáveis:
Professors:
Alessandra Mazzo
Enio Luis Damaso
Marcos Antonio Marton Filho
Objetivos:
Ao final da disciplina o estudante deve ser capaz de: • Conceituar os fundamentos de avaliação do aprendizado; • Conhecer metodologias de avaliação teóricas, em ambiente simulado e em cenário prático. • Compreender a integração curricular dos métodos de avaliação; • Aplicar os métodos avaliativos em educação em saúde; • Avaliar a qualidade das ferramentas de avaliação.
Objectives:
At the end of the course the student should be able to: • Conceptualize the fundamentals of learning assessment; • To know theoretical assessment methodologies, in a simulated environment and in a practical scenario. • Understand the curricular integration of assessment methods; • Apply evaluative methods in health education; • Assess the quality of assessment tools.
Justificativa:
O ensino nas áreas da saúde enfrenta desafios e complexidades crescentes. Dessa forma, já não temos mais a métrica tradicional de avaliação, em que mediamos o aprendizado do aluno com base na sua capacidade de reproduzir informações passadas. Os currículos que preconizam a formação de profissionais críticos e protagonistas do aprendizado precisam de flexibilidade na avaliação, afinal, qual o modelo ideal pelo qual podemos medir as competências de cada aprendiz. Dessa forma, entender os diversos níveis de aprendizagem e as diversas ferramentas de avaliação nos permite medir as aquisições em diferentes etapas dos cursos de graduação e pós-graduação. Todos os atores envolvidos com educação precisam, cada dia mais, conhecer desde testes de avaliação teórica, puramente conceituais, até ferramentas de avaliação de competências em cenários práticos.
Rationale:
Teaching in the areas of health faces increasing challenges and complexities. In this way, we no longer have the traditional assessment metric, in which we measure student learning based on their ability to reproduce past information. The curricula that advocate the training of critical professionals and learning protagonists need flexibility in the evaluation, after all, what is the ideal model by which we can measure the competences of each learner. In this way, understanding the different levels of learning and the different assessment tools allows us to measure acquisitions at different stages of undergraduate and graduate courses. All actors involved with education need, more and more, to know from theoretical assessment tests, purely conceptual, to skills assessment tools in practical scenarios.
Conteúdo:
• Níveis de avaliação • Avaliação teórica - construção de testes. • Portfólio. • Avaliação por pares • Feedback • Avaliação em ambiente simulado • Avaliação em cenários práticos
Content:
• Rating levels • Theoretical assessment - test construction. • portfolio. • Peer review • feedback • Evaluation in a simulated environment • Assessment in practical scenarios
Forma de Avaliação:
A avaliação será realizada de forma coparticipada. Será feita em um processo contínuo, contemplando as seguintes formas: a) Formativa: participação nas aulas (20%), apresentação de seminários (30%) b) Diagnóstica: avaliação de relatório final individual por escrito acerca de temas da disciplina (50%) As notas serão expressas pelos seguintes conceitos: I – A – Excelente, com direito a crédito; II – B – Bom, com direito a crédito; III – C – Regular, com direito a crédito; IV – R – Reprovado, sem direito a crédito;
Type of Assessment:
The evaluation will be carried out in a co-participated manner. It will be done in a continuous process, covering the following forms: a) Training: participation in classes (20%), presentation of seminars (30%) b) Diagnosis: evaluation of individual written final report on subject topics (50%) Grades will be expressed by the following concepts: I – A – Excellent, entitled to credit; II – B – Good, entitled to credit; III – C – Regular, with the right to credit; IV – R – Failed, without the right to credit;
Bibliografia:
Fabri RP, Mazzo A, Martins JC, Fonseca AD, Pedersoli CE, Miranda FB, Fumincelli L, Baptista RC. Development of a theoretical-practical script for clinical simulation. Rev Esc Enferm USP. 2017 Apr 10;51:e03218. English, Portuguese. doi: 10.1590/S1980-220X2016265103218. PMID: 28403371. FRYE, A. W.; HEMMER, P. A. Program evaluation models and related theories: AMEE guide no. 67. Med Teach., v. 34, n. 5, p. e288-99, 2012. HARDEN, R. M.; GLEESON, F. A. Assessment of clinical competence using an objective structured clinical examination (0SCE). Medical Education, v. 13, p. 41-54, 1979. HARDEN, R. M.; STEVENSON, M.; DOWNIE, W. W.; WILSON, G. M. Assessment of Clinical Competence using Objective Structured Examination. British Medical Journal, v. 1, p. 447-451, 1975. Henrique-Sanches BC, Sabage L, Costa RRO, Almeida RGDS, Moron RA, Mazzo A. Implications of practical activities in the Skills and Simulation Laboratory on students' motivation and feelings. Rev Lat Am Enfermagem. 2023 May 15;31:e3902. doi: 10.1590/1518-8345.6397.3902. PMID: 37194811; PMCID: PMC10202410. KHAN, K. Z.; GAUNT, K.; RAMACHANDRAN, S.; PUSHKAR, P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher, v. 35, e1437–e1446, 2013a. KHAN, K. Z.; GAUNT, K.; RAMACHANDRAN, S.; PUSHKAR, P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher, v. 35, e1447–e1463, 2013b. KIRKPATRICK, D. L.; CRAIG, R. L. "Evaluation of training." Evaluation of short-term training in rehabilitation. Eugene, v. 35, 1970. Miranda FBG, Alves Pereira-Junior G, Mazzo A. Competences in the training of nurses to assist the airway of adult patients in urgency and emergency situations. Rev Lat Am Enfermagem. 2021 Jul 2;29:e3434. doi: 10.1590/1518-8345.3380.3434. PMID: 34231790; PMCID: PMC8253369. NATIONAL BOARD OF MEDICAL EXAMINERS. Construindo o Teste Escrito Questões para Ciências Básicas e Clínicas. Philadelphia, 2016. PANGARO, L.; TEN CATE, O. Frameworks for learner assessment in medicine: AMEE Guide No. 78. Med Teach, v. 35, n. 6, e1197-210, 2013. PELL, G.; FULLER, R.; HOMER, M.; ROBERTS, T.; INTERNATIONAL ASSOCIATION FOR MEDICAL EDUCATION. How to measure the quality of the OSCE: A review of metrics - AMEE guide no. 49. Med Teach, v. 32, n. 10, p. 802-811, 2010. SCALABRINI NETO, A.; FONSECA, A. S.; BRANDÃO, C. F. S. Simulação Clínica e Habilidades na Saúde. 2 ed. Rio de Janeiro: Atheneu, 2020. SHUMWAY, J. M.; HARDEN, R. M.; ASSOCIATION FOR MEDICAL EDUCATION IN EUROPE. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach., v. 25, n. 6, v. 569-84, 2003.
Bibliography:
Fabri RP, Mazzo A, Martins JC, Fonseca AD, Pedersoli CE, Miranda FB, Fumincelli L, Baptista RC. Development of a theoretical-practical script for clinical simulation. Rev Esc Enferm USP. 2017 Apr 10;51:e03218. English, Portuguese. doi: 10.1590/S1980-220X2016265103218. PMID: 28403371. FRYE, A. W.; HEMMER, P. A. Program evaluation models and related theories: AMEE guide no. 67. Med Teach., v. 34, n. 5, p. e288-99, 2012. HARDEN, R. M.; GLEESON, F. A. Assessment of clinical competence using an objective structured clinical examination (0SCE). Medical Education, v. 13, p. 41-54, 1979. HARDEN, R. M.; STEVENSON, M.; DOWNIE, W. W.; WILSON, G. M. Assessment of Clinical Competence using Objective Structured Examination. British Medical Journal, v. 1, p. 447-451, 1975. Henrique-Sanches BC, Sabage L, Costa RRO, Almeida RGDS, Moron RA, Mazzo A. Implications of practical activities in the Skills and Simulation Laboratory on students' motivation and feelings. Rev Lat Am Enfermagem. 2023 May 15;31:e3902. doi: 10.1590/1518-8345.6397.3902. PMID: 37194811; PMCID: PMC10202410. KHAN, K. Z.; GAUNT, K.; RAMACHANDRAN, S.; PUSHKAR, P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part I: An historical and theoretical perspective. Medical Teacher, v. 35, e1437–e1446, 2013a. KHAN, K. Z.; GAUNT, K.; RAMACHANDRAN, S.; PUSHKAR, P. The Objective Structured Clinical Examination (OSCE): AMEE Guide No. 81. Part II: Organisation & Administration. Medical Teacher, v. 35, e1447–e1463, 2013b. KIRKPATRICK, D. L.; CRAIG, R. L. "Evaluation of training." Evaluation of short-term training in rehabilitation. Eugene, v. 35, 1970. Miranda FBG, Alves Pereira-Junior G, Mazzo A. Competences in the training of nurses to assist the airway of adult patients in urgency and emergency situations. Rev Lat Am Enfermagem. 2021 Jul 2;29:e3434. doi: 10.1590/1518-8345.3380.3434. PMID: 34231790; PMCID: PMC8253369. NATIONAL BOARD OF MEDICAL EXAMINERS. Construindo o Teste Escrito Questões para Ciências Básicas e Clínicas. Philadelphia, 2016. PANGARO, L.; TEN CATE, O. Frameworks for learner assessment in medicine: AMEE Guide No. 78. Med Teach, v. 35, n. 6, e1197-210, 2013. PELL, G.; FULLER, R.; HOMER, M.; ROBERTS, T.; INTERNATIONAL ASSOCIATION FOR MEDICAL EDUCATION. How to measure the quality of the OSCE: A review of metrics - AMEE guide no. 49. Med Teach, v. 32, n. 10, p. 802-811, 2010. SCALABRINI NETO, A.; FONSECA, A. S.; BRANDÃO, C. F. S. Simulação Clínica e Habilidades na Saúde. 2 ed. Rio de Janeiro: Atheneu, 2020. SHUMWAY, J. M.; HARDEN, R. M.; ASSOCIATION FOR MEDICAL EDUCATION IN EUROPE. AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Med Teach., v. 25, n. 6, v. 569-84, 2003.
Tipo de oferecimento da disciplina:
Presencial
Class type:
Presencial