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The evaluation of the “Triple Jump” Method applied to students of Medical School

2017; UNIVERSIDADE FEDERAL DE SÃO CARLOS; Volume: 11; Issue: 2 Linguagem: Inglês

10.14244/198271992289

1982-7199

Isaac Farias Cansanção, Diogo Vilar da Fonsêca, Bruno Mello de Matos, William Gois, Thayze Teixeira Melo Nunes Martins, Anekécia Lauro da Silva, Joilda Silva Nery, Matheus Rodrigues Lopes, Natália Gomes de Morais,

Health Education and Validation

The present article aims to report an experience of tutors in performing a by evaluating the methodology of Problem-Based Learning (PBL) in a group of 37 students of the second period of a medical school of the Universidade Federal do Vale do Sao Francisco - UNIVASF, campus Paulo Afonso, Bahia, Brazil.The triple jump occurred in a daylight period, and was divided into three tutorial groups of nine students, a group of ten students and eight tutors. The problem situation was prepared by the tutors involved and all students were previously informed about the methodology applied. The assessment was divided into three stages (1-presentation of the problem; 2- individualized study; 3- Oral Presentation). In the end of the , it was applied an evaluative questionnaire and the 27 students had consented previously to fill them out. The students who participated in this application were able to quickly identify the learning objectives (94.6%). However, a small part of the participants (about 5%) suggested modifications on the time used to complete all the steps of the “Triple Jump”.The reported experience consolidate this evaluative tool has formative character and effective way in the measuring the teaching-learning process of students in health care in PBL methodby improving their educational background. Keywords : Higher education, Problem-Based Learning, Evaluation. References : BHUTIANI, M. et al. Triple-jump assessment model for use of evidence-based medicine. MedEdPORTAL Publications., v. 12, n. ID: 10373, 2016. BLAKE, J. M. et al. Introducing progress testing in McMaster University's problem-based medical curriculum: psychometric properties and effect on learning. Acad Med, v. 71, n. 9, p. 1002-7, Sep 1996. BRASIL. Ministerio da Educacao. Conselho Nacional de Educacao. Câmara de Educacao Superior. Resolucao no 3, de 20 de junho de 2014 . . Brasilia (DF): Ministerio da Educacao; 2014. Institui Diretrizes Curriculares Nacionais do Curso de Graduacao em Medicina e da outras providencias. Disponivel em: <http://portal.mec.gov.br/ index.php?option=com_docmanv ALVIM, C. G.; LIMA, M. E. C. D. C. Manual de avaliacao da aprendizagem no curso de graduacao em Medicina. Rev. Docencia Ens. Sup., v. 5, n. 1, p. 121, 2015. GRISI, S. J. F. E. A avaliacao e o processo de formacao do medico. Pediatria , Sao Paulo, v. 26, n. 4, p. 217-218, 2004. KOMATSU, R. S.; LIMA, V. V. Manual Famema 2003 . Marilia: Faculdade de Medicina de Marilia, 2003. MITRE, S. M. et al. Metodologias ativas de ensino-aprendizagem na formacao profissional em saude: debates atuais. Cienc Saude Coletiva, v. 13, n. Suppl 2, p. S2133-44, 2008. PAINVIN, C. et al. The triple jump exercise - a structured measure of problem solving and self directed learning. Annu Conf Res Med Educ, v. 18, p. 73-7,1979. PINTO, A. S. S. et al. Inovacao didatica - Projeto de reflexao e aplicacao de metodologias ativas de aprendizagem no ensino superior: uma experiencia com “peer instruction”. Janus : Lorena, v. ano 6, n. 15, p. 75-87, 2012. POWLES, A. C. et al. The exercise - further studies of an evaluative technique. Annu Conf Res Med Educ, v. 20, p. 74-9, 1981. RANGACHARI, P. K. The TRIPSE: A process-oriented evaluation for problem-based learning courses in basic sciences. Biochemistry and Molecular Biology Education, v. 30, n. 1, p. 57-60, 2002. SANTOS, C. P.; SOARES, S. R. Aprendizagem e relacao professor-aluno na universidade: duas faces da mesma moeda. Sao Paulo: Est. Aval. Educ., v. 22, n. 49, p. 353-370, maio/ago 2011. SHIGUNOV NETO, A.; MACIEL, L. S. B. O ensino jesuitico no periodo colonial brasileiro: algumas discussoes. Educar em Revista , p. 169-189, 2008. SMITH, R. M. The triple-jump examination as an assessment tool in the problem-based medical curriculum at the University of Hawaii. Acad Med , v. 68, n. 5, p. 366-72, May 1993. SORDI, M. R. L. Problematizando o papel da avaliacao da aprendizagem nas metodologias inovadoras na area da saude. Revista de Educacao PUC-Campinas , v. 9, p. 52-61, 2000. TRONCON, L. Utilizacao de pacientes simulados no ensino e na avaliacao de habilidades clinicas. Medicina Ribeirao Preto , v. 40, n. 2, p. 180-191, 2007. WATANABE, L. M. Manual de avaliacao : curso de Medicina . Brasilia: Fundacao de Ensino e Pesquisa em Ciencias da Saude, 2002. 86p. XAVIER, L. N. et al. Analisando as metodologias ativas na formacao dos profissionais de saude: uma revisao integrativa. SANARE , v. 13, n. 1, p. 76-83, 2014.