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Avaliação da aprendizagem: percepções docentes em sessões tutoriais de um curso de medicina na Amazônia

2017; Volume: 2; Issue: 1 Linguagem: Inglês

10.4322/ijhe.2016.025

2525-8001

Marília de Fátima Silva Pinheiro, Milena Coelho Fernandes Caldato, Jackson Cordeiro Lima, Fabíola de Carvalho Chaves de Siqueira Mendes,

Education Pedagogy and Practices

The PBL (Problem Based Learning) method is a dynamic curriculum that attempts to answer the contemporary demands for medical education.This methodology is in the tutorial session format and uses as assessment, formative nature.Objective: in order to analyze the process of how this happens in the tutorial sessions of the Medical School, a cross-sectional was conducted with teachers of the course.Methods: the research used questionnaires with closed questions.Results: among the teachers, 48% were female; with respect to academic degrees, 59% had masters, 26% doctors' science and 15% expert.Observed that 77.8% of the tutors always used the evaluation sheet, 73% agreed with the scores of the criteria that worksheet, but asked to review certain point.Teachers cited as the most important feature to be a good tutor to have technical knowledge and the least open to criticism.Conclusion: it is suggested that changes in the description and the criteria scores this evaluation sheet are necessary and that the group dynamics should be reviewed regularly by tutors, and access to training and ongoing professional development programs for these teachers.