Item request has been placed! ×
Item request cannot be made. ×
loading  Processing Request

Metodologias ativas no ensino superior: opiniões, conhecimentos e atitudes docentes ; Active methodologies in higher education: opinions, knowledge and teaching attitudes

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
اقرأ أكثر حفظ في قائمتي
  • معلومة اضافية
    • بيانات النشر:
      Universidade Federal de Pernambuco / Programa de Pós-graduação em Enfermagem
    • الموضوع:
      2019
    • Collection:
      Portal de Periódicos - UFPE (Universidade Federal de Pernambuco)
    • الموضوع:
      Internacional
    • الموضوع:
      Atualidade; Base de dados
    • نبذة مختصرة :
      RESUMO Objetivo: examinar as opiniões, conhecimentos e atitudes sobre as metodologias ativas dos docentes dos cursos de graduação da área da saúde. Método: trata-se de um estudo bibliográfico, tipo revisão integrativa realizada entre dezembro de 2016 e fevereiro de 2017, nas bases de dados MEDLINE, LILACS e biblioteca virtual SciELO. Analisaram-se os artigos e os resultados apresentaram-se em forma de figuras. Resultados: compôs-se a amostra por 25 publicações. Obtiveram-se, após a análise, três categorias temáticas: “Opiniões dos docentes da área da saúde sobre a utilização de metodologias ativas”; “Conhecimentos dos docentes da área da saúde sobre a utilização de metodologias ativas” e “Atitudes dos docentes da área da saúde sobre a utilização de metodologias ativas”. Conclusão: identificou-se, no quesito opinião, a prevalência do modelo tradicional de ensino, destacando-se as fragilidades das instituições de ensino superior para as mudanças pretendidas; no fator conhecimento, os docentes demonstraram pouco domínio dos fundamentos das metodologias ativas; no quesito atitude, evidenciaram-se tanto atitudes imobilistas, quanto favoráveis e de reconhecimento dos resultados positivos no uso de metodologias ativas. Descritores: Educação; Ensino Superior; Metodologia; Docência; Cursos em Ciências da Saúde; Instituições de Ensino Superior.ABSTRACT Objective: to examine the opinions, knowledge and attitudes about the active methodologies of undergraduate health professors. Method: this is a bibliographical study, type integrative review carried out between December 2016 and February 2017, in the databases MEDLINE, LILACS and virtual library SciELO. The articles were analyzed and the results presented in the form of figures. Results: the sample was composed by 25 publications. After the analysis, three thematic categories were obtained: "Opinions of the health professors on the use of active methodologies"; "Knowledge of health teachers about the use of active methodologies" and "Attitudes of health professors on the ...
    • File Description:
      application/pdf
    • Relation:
      https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/236317/31580; https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/236317/31581; Souza NVD, Penna LHG, Cunha LS, Baptista AAS, Mafra IF, Mariano DCA. Social, economic, and cultural profile of incoming undergraduate students at the school of nursing. Rev Enferm UERJ [Internet]. 2013 Dec [cited 2017 Feb 20]; 21(2):718-22. Available from: http://www.facenf.uerj.br/v21esp2/v21e2a04.pdf 2. Berbel NN. Active methodologies and the nurturing of students’ autonomy. Semina. 2011 Jan/June; 32(1):25-40. Doi:10.5433/1679-0359.2011v32n1p25 3. Fernandes JD, Rebouças LC. A decade of National Curriculum Guidelines for Graduation in Nursing: advances and challenges. Rev Bras Enferm. 2013 Sept; 66(Spe):95-101. Doi: http://dx.doi.org/10.1590/S0034-71672013000700013 4. Gemignani EYMY. Formação de professores e metodologias ativas de ensino-aprendizagem: Ensinar para compreensão. Rev Fronteiras Educação [Internet]. 2012 [cited 2017 Feb 21]; 1(2):1-27. Available from: http://www.fronteirasdaeducacao.org/index.php/fronteiras/article/view/14 5. Teixeira E, Medeiros HP, Nascimento MHM, Silva BAC, Rodrigues C. Integrative literature review step-by-step & convergences with other methods of review. Rev Enferm UFPI. 2013 Dec; 2(Spe):3-7. Doi: https://doi.org/10.26694/reufpi.v2i5.1457 6. Soares CB, Hoga LAK, Peduzzi M, Sangaleti C, Yonekura T, Silva DRA. Integrative review: concepts and methods used in nursing. Rev esc enferm USP. 2014 Apr; 48(2):329-39. Doi: http://dx.doi.org/10.1590/S0080-6234201400002000020 7. Melnyk BM, Fineout-Overholt E. Making the case for evidence-based practice and cultivating a spirit of inquiry. In: Melnyk BM, Fineout-Overholt E. Evidence-based practice in nursing & healthcare. A guide to best practice [Internet]. 2nd ed. Philadelphia: Lippincot Williams & Wilkins; 2005 [cited 2018 June 15]. p. 3-24. Available from: http://file.zums.ac.ir/ebook/208-Evidence-Based%20Practice%20in%20Nursing%20&%20Healthcare%20-%20A%20Guide%20to%20Best%20Practice,%20Second%20Edition-Be.pdf 8. Lima MCRAD. Estratégias para o controle da tuberculose no sistema prisional: revisão integrativa. Ribeirão Preto [dissertation] [Internet]. Ribeirão Preto: Universidade de São Paulo, 2015 [cited 2017 Mar 10]; Available from: http://www.teses.usp.br/teses/disponiveis/22/22133/tde-08052015-165959/publico/MonicaCristinaRibeiroAlexandreDauriadeLima.pdf 9. Bardin L. Análise de conteúdo. Lisboa: Edições 70; 2011. 10. Oliveira DC. Theme/category-based content analysis: a proposal for systematization Rev Enferm UERJ [Internet]. 2008 Oct/Dec [cited 2018 June 15]; 16(4):569-76. Available from: http://www.facenf.uerj.br/revista/v16n4/v16n4a19.pdf 11. Albino RM, Tomazzoni RGC, Rodrigues NC, Silva GA, Riggenbach V, Grosseman S, Silva CAJ. Percepções de professores da primeira e segunda fase do curso de graduação em medicina sobre o novo currículo da Universidade Federal de Santa Catarina. ACM arq catarin med. [Internet]. 2004 [cited 2017 Mar 10]; 33(4):34-41. Available from: http://www.acm.org.br/revista/pdf/artigos/187.pdf 12. Secco LG, Pereira MLT. An analysis of the concept of the quality of teaching among course coordinators in the Sao Paulo schools of dentistry. Interface comum saúde educ. 2004 Mar/Aug; 8(15):313-30. Doi: http://dx.doi.org/10.1590/S1414-32832004000200010 13. Marques MFM. Entre a continuidade e a inovação. O ensino superior de Enfermagem e as práticas pedagógicas dos professores de Enfermagem. Rev Lusófona Educação [Internet]. 2005 [cited 2017 Mar 12]; 5(5):153-71. Available from: http://www.scielo.mec.pt/pdf/rle/n5/n5a09.pdf 14. Silva KL, Pimenta AM. You never forget your first experience as a teacher. REME rev min enferm. 2007; 11(4):465-69. Doi: http://www.dx.doi.org/S1415-27622007000400019 15. Teófilo TJS, Dias, MSA. Teachers' and students' notions regarding teaching-learning methodologies: analysis on the case of the nursing course at the State University of Vale do Acaraú, in Sobral, Ceará. Interface comun saúde educ. 2009 July/Sept; 13(30):137-51. Doi: http://dx.doi.org/10.1590/S1414-32832009000300012. 16. Moreno-López LA, Somacarrera-Pérez ML, Díaz-Rodríguez MM, Campo-Trapero J, Cano-Sánchez J. Problem-based learning versus lectures: Comparison of academic results and time devoted by teachers in a course on Dentistry in Special Patients. Med Oral Patol Oral Cir Bucal. 2009 Nov; 12(2):583-87. PMID: 19680208 17. Perim GL, Abdalla IG, Aguilar-da-Silva RH, Lampert JB, Stella RCR, Costa NMSC. Teaching development and medical education. Rev Bras Educ Méd. 2009; 3( Suppl 1):70-82. Doi: http://dx.doi.org/10.1590/S0100-55022009000500008 18. Lazzarin HC, Nakama L, Cordoni Júnior L. Perceptions of dentistry teachers in the teaching and learning process. Ciênc Saúde Coletiva. 2010; 15(1):1801-10. Doi: http://dx.doi.org/10.1590/S1413-81232010000700092. 19. Costa NMSC. Pedagogical training of medicine professors. Rev Latino-Am Enferm. 2010 Jan/Feb; 18(1):102-8. Doi: http://dx.doi.org/10.1590/S0104-11692010000100016 20. Pereira WR, Chaouchar SH. Identification of new pedagogical practices in the perception of nursing professors. Ciênc Cuid Saúde. 2010 Jan/Mar; 9(1):99-106. Doi:10.4025/cienccuidsaude.v9i1.10533 21. Santana FR, Nakatani AYK, Freitas RAMM, Souza ACS, Bachion MM. Care completeness: conceptions and practice of nursing graduation professors in Goiás State. Ciênc Saúde Coletiva. 2010 June; 15(1):1653-64. Doi: http://dx.doi.org/10.1590/S1413-81232010000700077 22. Backes DS, Marinho M, Costenaro RS; Nunes S, Rupolo I. Rethinking the to be a nurse teacher in the perspective of the complex thought. Rev Bras Enferm. 2010 May/June; 6(3):421-6. Doi: http://dx.doi.org/10.1590/S0034-71672010000300012 23. Pereira WR, Tavares CMM. Pedagogical practices in nursing teaching: a study from the perspective of institutional analysis. Rev esc enferm USP. 2010 Dec; 44(4):1077-84. Doi: http://dx.doi.org/10.1590/S0080-62342010000400032 24. Lorenzo DJF, González AB, López RL. Teacher Evaluation in the new University Degrees. Index Enferm. 2011 Jan/June; 20(1):106-10. Doi: http://dx.doi.org/10.4321/S1132-12962011000100022 25. Costa EQ, Ribeiro VMB. Analysis of a curricular reform process experienced by teachers of nutrition. Ciênc educ (Bauru). 2012; 18(3):657-73. Doi: http://dx.doi.org/10.1590/S1516-73132012000300011 26. Souza MCC, Otoni A, Santos LL, Campos LG, Oliveira VJ. Workshop on the teaching project of the nursing course: reflecting on innovations, challenges and potential. Referência. 2012 Dec; 3(8):67-73. Doi: http://dx.doi.org/10.12707/RIII11128 27. Limberger JB. Active teaching-learning methodologies forpharmaceutical education: a report on experience. Interface comun saúde educ. 2013 Oct/Dec; 17(47):969-75. Doi: http://dx.doi.org/10.1590/1807-57622013.3683 28. Rodrigues JA, Rocha LS, Anjos DS, Cavalcante LPF, Rozendo CA. Pedagogical trends: conflicts, challenges and perspectives of nursing teachers. Rev Bras Educ Méd. 2013 July/Sept; 37(3):333-49. Doi: http://dx.doi.org/10.1590/S0100-55022013000300005 29. Paslawski T, Kearney R, White J. Recruitment and retention of tutors in problem-based learning: why teachers in medical education tutor. Can Med Educ J. 2013 Mar; 4(1):49-58. PMID: 26451200 30. Paim AS, Iappe NT, Rocha DLB. Teaching methods used by teachers of nursing: focus on questionable methodology. Enferm Glob [internet]. 2015 Jan [cited 2017 Mar 12]; 37:153-169. Available from: http://scielo.isciii.es/pdf/eg/v14n37/pt_docencia2.pdf 31. Aboonq M. Perception of the faculty regarding problem-based learning as an educational approach in Northwestern Saudi Arabia. Saudi Med J. 2015 Nov; 36(11):1329-35. Doi:10.15537/smj.2015.11.12263 32. Santelices L, Williams C, Soto M, Dougnac A. Evaluation of a teaching training program implemented in a faculty of medicine. Rev Méd Chile. 2015 Sept; 143(9):1152-61. Doi: http://dx.doi.org/10.4067/S0034-98872015000900008 33. Raymundo CS, Varjabedian D, Guazzelli ME, Akerman M. The deployment of the competency based curriculum in undergraduate physiotherapy: the integrality as the driver axis. ABCS Health Sci. 2015; 40(3):220-8. Doi:http://dx.doi.org/10.7322/abcshs.v40i3.799 34. Monteguti BR, Diehl EE. Pharmacy education in southern brazil: preparing pharmacists for the unified health system? Trab Educ Saúde. 2016 Jan/Mar; 14(1):77-95. Doi: http://dx.doi.org/10.1590/1981-7746-sol00008 35. Freitas DA, Santos SEM, Lima LVS; Miranda, L.N; Vasconcelos, E.L; Nagliate, P.C. Teachers’ knowledge about teaching-learning process and its importance for professional education in health. Interface comun saúde educ. 2016; 20(57):437-48. Doi: http://dx.doi.org/10.1590/1807-57622014.1177 36. Guedes MJP, Alves NB, Wyszomirska RMAF. Teaching and practice of physical therapy applied to vocational training of the child. Fisioter Mov. 2013 Apr/June; 26(2):291-305. Doi: http://dx.doi.org/10.1590/S0103-51502013000200006 37. Eupierre YS, Mesa EC, Pérez YG. Qualifications of teachers to lead the teaching-learning process using levels of assimilation. Edumecentro [Internet]. 2013 May/Aug [cited 2018 July 15]; 5(3):95-107. Available from: http://scielo.sld.cu/pdf/edu/v5n3/edu07313.pdf 38. Carácio FCC, Conterno LO, Oliveira MAC, Oliveira ACH, Marim MJS, Braccialli LAD. The experience of a public institution in the training of health professionals to work in primary care. Ciênc Saúde Coletiva. 2014 July; 19(7):2133-42. Doi: http://dx.doi.org/10.1590/1413-81232014197.08762013 39. Machado MLP, Oliveira DLLC, Manica ST. Extended nursing consultation: education possibilities for the practice of integrality in health. Rev Gaúcha Enferm. 2013 Dec; 34(4):53-60. Doi: http://dx.doi.org/10.1590/S1983-14472013000400007 40. Tshibwabwa ET, Cannon J, Rice J, Kawooya MG, Sanii R, Mallin R. Integrating Ultrasound Teaching into Preclinical Problem‑based Learning. J Clin Imaging Sci. 2016 Sept; 6(1):38. Doi:10.4103/2156-7514.190897 41. Almeida MTC, Batista NA. Teaching through active learning methods in medical training. Rev Bras Educ Med. 2011 Oct/Dec; 35(4):468-76. Available from: http://www.scielo.br/pdf/rbem/v35n4/a05v35n4 42. Mesquita SKC, Meneses RMV, Ramos DKR. Active teaching/learning methodologies: difficulties faced by the faculty of a nursing course. Trab Educ Saúde. 2016; 14(2):473-86. Doi: http://dx.doi.org/10.1590/1981-7746-sip00114. 43. Meira MDD, Kurcgant P. Nursing education: training evaluation by graduates, employers and teachers. Rev Bras Enferm. 2016 Jan/Feb; 69(1):10-5. Doi: http://dx.doi.org/10.1590/0034-7167.2016690102i 44. Sena RS, Leite JCA, Silva KL, Costa FM. Uni Project: a background in which to learn, think and build interdisciplinarity in teaching nursing. Interface comun saúde educ. 2003 Aug; 7(13):79-90. Doi: http://dx.doi.org/10.1590/S1414-32832003000200006. 45. Barreto NAP, Xavier AREO, Sonzogno MC. Tutors’ Perception of their Assessment by Students of a Medical Course. Rev Bras Educ Méd. 2017 Apr/June; 41(2):221-30. Doi: http://dx.doi.org/10.1590/1981-52712015v41n2rb20160026 46. Rodrigues RM, Caldeira S. Movements in high education, in health and nursing education. Rev Bras Enferm. 2008 Sept/Oct; 61(5):629-36. Doi: http://dx.doi.org/10.1590/S0034-71672008000500016 47. Ruslai NH, Salam A. PBL triggers in relation to students’ generated learning issues and predetermined faculty objectives: study in a Malaysian public university. Pak J Med Sci [Internet]. 2016 [cited 2017 May 29]; 32(2):324-8. Available from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4859015/pdf/PJMS-32-324.pdf 48. Pereira WR, Ribeiro MRR, Santos NC, Depes VBS. Pedagogical practices, processes of subjectification and desire to learn from the institutionalist perspective. Acta Paul Enferm. 2012; 25(6):962-8. Doi: http://dx.doi.org/10.1590/S0103-21002012000600021 49. Backes VMS, Moya JLM, Prado ML, Menegaz JC, Cunha AP, Francisco BS. Expressions of pedagogical content knowledge of an experienced nursing teacher. Texto contexto-enferm. 2013 July/Sept; 22(3):804-10. Doi: http://dx.doi.org/10.1590/S0104-07072013000300029; https://periodicos.ufpe.br/revistas/revistaenfermagem/article/view/236317
    • الرقم المعرف:
      10.5205/1981-8963-v13i3a236317p783-795-2019
    • Rights:
      Direitos autorais 2019 Revista de Enfermagem UFPE on line ; https://creativecommons.org/licenses/by/4.0
    • الرقم المعرف:
      edsbas.E782AD49