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1.
J Dent Educ ; 84(2): 135-142, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-32043588

RESUMEN

The aim of this study was to evaluate the effectiveness of a blended learning model with a flipped classroom approach in a clinical dental education setting based on student performance and perceptions. Comparisons were made between blended learning and traditional methods for all fourth-year dental students in two consecutive cohorts in a conservative dentistry course at a dental school in Jordan. The 2016-17 cohort (control group) consisted of 364 students taught with conventional methods. The 2017-18 cohort (study group) consisted of 253 students taught with blended learning using a flipped classroom method. Performance measures were two exams (online and written), two assignments, inclinic quizzes, and clinical assessment. The study also assessed the number of posts made by students in the study group on an online discussion forum. The results showed that the study group students had significantly better performance on all assessments than the control group students. The students' overall grades in the blended learning cohort were an average 7.25 points higher than in the control cohort. Students who participated in the online forum also had better performance in the course: one participation correlated with 0.697 standard deviations higher score. Overall, students' perceptions were positive and supported the adoption of a blended learning model in the course. These results showing improved student performance provide support for blended learning and use of an online discussion forum.


Asunto(s)
Satisfacción Personal , Estudiantes de Odontología , Curriculum , Educación en Odontología , Evaluación Educacional , Humanos , Aprendizaje , Aprendizaje Basado en Problemas , Facultades de Odontología
2.
J Vet Med Educ ; 47(1): 39-43, 2020 Feb.
Artículo en Inglés | MEDLINE | ID: mdl-31951799

RESUMEN

Mock board exams are common in residency programs across many disciplines. However, the value of mock board results in predicting success on the actual certifying examination is largely anecdotal and undocumented. The University of Tennessee anatomic pathology residency program has a long history of giving mock board exams twice a year during the course of the 3-year diagnostic training program. The mock exams give residents a sense of the types of questions that may appear on the actual certifying examination. The resulting scores serve to help identify improvement areas to focus additional study. In addition, by providing residents the mental and physical experiences designed to mimic the test day, we hope to better prepare these trainees for optimal performance on the certifying examination. This study correlated mock board results of 16 anatomic pathology residents, from July 2006 through January 2016, with their subsequent performance on the certifying exam. The results of these biannual exams were significantly correlated (p < .001) with results for the American College of Veterinary Pathologists Certifying Examination.


Asunto(s)
Certificación , Educación en Veterinaria , Evaluación Educacional , Patología , Animales , Certificación/estadística & datos numéricos , Educación en Veterinaria/estadística & datos numéricos , Evaluación Educacional/estadística & datos numéricos , Internado y Residencia , Patología/educación , Estados Unidos
3.
J Dent Educ ; 84(1): 44-50, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-31977097

RESUMEN

The aim of this study was to compare the effectiveness of live-video and video demonstration methods in training dental students in orthodontic emergency applications. A total of 105 fifth-year dental students at a dental school in Turkey participated in the study in 2018. A pretest was given to the students to evaluate their level of knowledge about band cementing and re-bonding of brackets. Subsequently, two clinical applications were demonstrated with either live-video or video demonstration. During the live-video demonstration, the lecturer gave information about the steps of the procedure while performing the clinical application on the patient using a camera attached to the loupes. The students were able to see the process on the screens. During the video demonstration, previously recorded videos of those clinical applications were shown, and information was given to students in a classroom. On the next day, posttests were given to the students. The posttest also asked students to give their opinions about both methods. The results showed that the mean posttest scores on the video demonstration were significantly higher than on the live-video demonstration. However, no significant difference between the demonstration methods was found with regard to increase of scores from pre- to posttest. Most students preferred use of the two demonstrations together for education in the clinical orthodontics lecture. This study found that the two demonstration methods had comparable effects on increasing students' level of knowledge. However, from the students' perspective, the two should be used together to achieve the highest effect.


Asunto(s)
Ortodoncia , Educación en Odontología , Evaluación Educacional , Humanos , Estudiantes de Odontología , Encuestas y Cuestionarios , Grabación en Video
4.
Urology ; 135: 28-31, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-31628969

RESUMEN

OBJECTIVE: To address information overload for trainees, a concise electronic case-based urology learning program (CBULP) was developed. Previous qualitative assessments suggested CBULP's potential efficacy/utility. Herein we assess CBULP more stringently by evaluating test performance before/after reviewing a CBULP curriculum covering core concepts in testicular cancer. METHODS: Eleven of 33 CBULP testicular cancer cases were strategically selected for this curriculum. A 26 question multiple-choice test was developed to assess fundamental knowledge about testis cancer tumor biology and evaluation/management. Pretest was administered to PGY4/PGY1 residents at 2 pilot urology-training programs, and medical students interested in Urology. Participants were given 4 weeks to review the curriculum and the test was then repeated. A control group (4 PGY1s) was administered the pretest and repeat test in an analogous manner without provision of the CBULP curriculum. RESULTS: Twenty individuals took the pretest (7 medical students, 8 PGY1s, and 5 PGY4s), and 17 (85%) took the post-test (5 medical students, 8 PGY1s, and 4 PGY4s,). As expected, PGY4s performed significantly better than the other 2 groups on the pre- and post-test. However, significant improvement in test performance was seen across all groups that utilized the CBULP curriculum (P <.02), with highest increase demonstrated by PGY1 residents (4.75 more questions correct, P = .002). The control arm did not demonstrate significant improvement (P = .20). CONCLUSION: Significant improvement in test performance was observed after completion of the CBULP testicular series. This study suggests that CBULP can be an efficacious and clinically useful educational resource for urologic residents and students interested in the field.


Asunto(s)
Curriculum , Educación de Pregrado en Medicina/métodos , Internado y Residencia/métodos , Neoplasias Testiculares/diagnóstico , Urología/educación , Adulto , Competencia Clínica , Instrucción por Computador/métodos , Educación de Pregrado en Medicina/estadística & datos numéricos , Evaluación Educacional/estadística & datos numéricos , Humanos , Internado y Residencia/estadística & datos numéricos , Masculino , Evaluación de Programas y Proyectos de Salud , Estudiantes de Medicina/estadística & datos numéricos , Neoplasias Testiculares/patología , Neoplasias Testiculares/terapia
5.
Rev Esp Cardiol (Engl Ed) ; 73(1): 53-68, 2020 Jan.
Artículo en Inglés, Español | MEDLINE | ID: mdl-30808611

RESUMEN

INTRODUCTION AND OBJECTIVES: Bystander assistance is decisive to enhance the outcomes of out-of-hospital cardiac arrest. Despite an increasing number of basic life support (BLS) training methods, the most effective formula remains undefined. To identify a gold standard, we performed a systematic review describing reported BLS training methods for laypeople and analyzed their effectiveness. METHODS: We reviewed the MEDLINE database from January 2006 to July 2018 using predefined inclusion and exclusion criteria, considering all studies training adult laypeople in BLS and performing practical skill assessment. Two reviewers independently extracted data and evaluated the quality of the studies using the MERSQI (Medical Education Research Study Quality Instrument) scale. RESULTS: Of the 1263 studies identified, 27 were included. Most of them were nonrandomized controlled trials and the mean quality score was 13 out of 18, with substantial agreement between reviewers. The wide heterogeneity of contents, methods and assessment tools precluded pooling of data. Nevertheless, there was an apparent advantage of instructor-led methods, with feedback-supported hands-on practice, and retraining seemed to enhance retention. Training also improved attitudinal aspects. CONCLUSIONS: While there were insufficiently consistent data to establish a gold standard, instructor-led formulas, hands-on training with feedback devices and frequent retraining seemed to yield better results. Further research on adult BLS training may need to seek standardized quality criteria and validated evaluation instruments to ensure consistency.


Asunto(s)
Reanimación Cardiopulmonar/educación , Paro Cardíaco Extrahospitalario/terapia , Adulto , Evaluación Educacional , Humanos
6.
J Surg Res ; 245: 636-642, 2020 01.
Artículo en Inglés | MEDLINE | ID: mdl-31525629

RESUMEN

BACKGROUND: Bystanders play a significant role in the immediate management of life-threatening hemorrhage. The Stop the Bleed (STB) program was designed to train lay rescuers (LRs) to identify and control life-threatening bleeding. The aim of this study was to evaluate the efficacy of STB training for rescuers from different backgrounds. We hypothesized that STB training would be appropriate to increase skills and knowledge of bleeding control techniques for all providers, regardless of level of medical training. STUDY DESIGN: Course participants anonymously self-reported confidence in six major areas. A five-point Likert scale was used to quantitate participant's self-reported performance. Results were stratified into medical rescuers (MR) and LRs. Students' ability to perform STB skills were objectively assessed using an internally validated 15-point objective assessment tool. Data were pooled and analyzed using Student's t-test and chi-Squared test with P < 0.05 considered significant. Results are presented as average with standard deviation (SD) unless otherwise stated. RESULTS: A total of 1974 participants were included in the study. Precourse confidence was lowest for both groups in management of active severe bleeding and ability to pack a bleeding wound. Postcourse confidence improved significantly for both groups in all 6 core areas measured (P < 0.001). The most significant increases were reported in the two previous areas of lowest precourse confidence-management of active severe bleeding-LRs 2.0 (SD 1.2) versus 4.2 (SD 0.9) and MRs 2.6 (SD 1.4) versus 4.6 (SD 0.6), P < 0.001-and ability to pack a bleeding wound-LR 2.1 (SD 1.3) versus 4.4 (SD 0.8) and MR 2.7 (SD 1.3) versus 4.7 (SD 0.05), P < 0.001. Objective assessment of LR skills at the end of the course demonstrated combined 99.3% proficiency on postcourse objective assessments. CONCLUSIONS: This study provides quantitative evidence that Stop the Bleed training is effective, with both LRs and MRs demonstrating improved confidence and skill proficiency after a 1-h course. Future program development should focus on building a pool of instructors, continued training of LRs, and determining how often skills should be recertified.


Asunto(s)
Competencia Clínica , Medicina de Emergencia/educación , Conocimientos, Actitudes y Práctica en Salud , Hemorragia/prevención & control , Adolescente , Adulto , Anciano , Anciano de 80 o más Años , Niño , Evaluación Educacional , Femenino , Técnicas Hemostáticas , Humanos , Masculino , Persona de Mediana Edad , Estudiantes de Medicina , Adulto Joven
8.
Br J Radiol ; 93(1105): 20190340, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-31596121

RESUMEN

OBJECTIVE: To compare key characteristics of interventional radiology (IR) training in the UK with four other English-speaking countries (USA, Canada, Australia and New Zealand) and summarise requirements for training. METHODS: Main features examined were career pathway and requirements, examinations required, specific competition for IR and the process of applying for training as an international medical graduate. Data were collected from official governing body publications, literature and personal experience. RESULTS: Several differences were highlighted, including length of training (ranging from 6 to 9 years after medical school), length of IR-specific training (ranging from 1 to 3 years) and examinations required (USA and Canada have additional IR-specific examinations). The level of competition is generally high, in all countries. CONCLUSIONS: With the demand for IR services set to increase over the next few years, it is crucial that more IR specialists are trained to meet this demand. Awareness of training structures in other countries can highlight opportunity and pitfalls, and help ensure the number of highly trained interventional radiologists in the UK continues to grow.


Asunto(s)
Educación de Postgrado en Medicina/tendencias , Radiología Intervencional/educación , Australia , Canadá , Selección de Profesión , Evaluación Educacional , Humanos , Nueva Zelanda , Reino Unido , Estados Unidos
9.
Nurs Educ Perspect ; 41(1): 26-29, 2020.
Artículo en Inglés | MEDLINE | ID: mdl-31860481

RESUMEN

AIM: The purpose of this study was to analyze uses of the Graduate Record Examinations® (GRE) General Test in doctoral nursing education. BACKGROUND: Doctoral study is a costly (time, money, resources, effort) investment for both students and institutions alike, and it is imperative students who are likely to succeed are admitted. Admission criteria such as the GRE General Test must be examined for appropriate use and necessity. METHOD: Literature regarding uses of the GRE General Test in doctoral nursing education was analyzed versus GRE General Test publisher evidence-based uses and guidelines while considering test psychometrics. RESULTS: Although the GRE General Test is widely used in doctoral nursing program admissions, it appears it is often not used according to evidence-based guidelines or uses. Notably, crucial self-validations are infrequent. CONCLUSION: Self-validations are essential when determining if doctoral nursing programs should start, stop, continue, or modify their use of the GRE General Test. Admission criteria analyses may help streamline admission processes and remove some unnecessary costs in doctoral education.


Asunto(s)
Educación de Postgrado en Enfermería , Evaluación Educacional , Humanos
10.
J Clin Nurs ; 29(1-2): 75-84, 2020 Jan.
Artículo en Inglés | MEDLINE | ID: mdl-31512306

RESUMEN

AIM: To develop a substantive theoretical explanation that makes sense of the decision-making process that clinical instructors use to place students on a learning contract. BACKGROUND: Clinical instructors are challenged with the task of objectively evaluating students using subjective tools such as anecdotal notes, diaries, unstructured observations and verbal feedback from other nurses. Clinical instructors' assessment decisions have a considerable impact on a variety of key stakeholders, not least of all students. DESIGN: Grounded theory method and its heuristic tools including the logic of constant comparison, continuous memoing and theoretical sampling to serve conceptualisation were used in the process of data collection and analysis. METHODS: Seventeen individual semi-structured interviews with clinical instructors in one university in Western Canada were conducted between May 2016-May 2017. Data were analysed using open, axial and selective coding consistent with grounded theory methodology. The study was checked for the Standards for Reporting Qualitative Research (SRQR) criteria (See Appendix S1). FINDINGS: Three subcategories, "brewing trouble," "unpacking thinking" and "benchmarking" led to the study's substantive theoretical explanation. "Gut feeling" demonstrates how clinical instructors reason in their decision-making process to place a student on a learning contract. CONCLUSION: Placing a student on a learning contract is impacted by personal, professional and institutional variables that together shift the process of evaluation towards subjectivity, thus influencing students' competency. A system-level approach, focusing on positive change through implementing innovative assessment strategies, such as using a smart phone application, is needed to provide some degree of consistency and objectivity. RELEVANCE TO CLINICAL PRACTICE: Making visible the objective assessments currently being done by clinical instructors has the potential to change organisational standards, which in turn impact patient and clinical outcomes.


Asunto(s)
Bachillerato en Enfermería/métodos , Docentes de Enfermería/psicología , Estudiantes de Enfermería/psicología , Canadá , Contratos , Evaluación Educacional/métodos , Teoría Fundamentada , Humanos , Intuición , Solución de Problemas , Investigación Cualitativa
11.
Codas ; 32(1): e20180204, 2020.
Artículo en Portugués, Inglés | MEDLINE | ID: mdl-31851209

RESUMEN

PURPOSE: to translate and culturally adapt, for Brazil, the battery of tests "Evaluación de los procesos lectores - PROLEC-SE-R", for students of Elementary School cycle II, and Senior High School. METHODS: The following stages of translation and cultural adaptation were followed: (1) Translation; (2) Synthesis of translations; (3) Back-translation; (4) Evaluation by specialist committee; (5) Pilot study: Undertaken in a sample of 70 students, 10 from each school year, in two sessions; and (6) Evaluation and appreciation of all the reports written by the researcher and specialist committee. RESULTS: modifications to the tests of PROLEC-SE-R are not necessary as indicated in the pilot study, both in the collective and individual version. The procedure received good acceptance by the evaluated students and there were no complaints or reports of difficulty in understanding the tests and instructions. CONCLUSION: the procedure is appropriate for the Brazilian reality and can be used to evaluate Elementary School II and Senior High School students. A standardization study is necessary in a representative sample of the population.


Asunto(s)
Comparación Transcultural , Evaluación Educacional/normas , Lectura , Encuestas y Cuestionarios , Traducciones , Adolescente , Brasil , Niño , Comprensión , Humanos , Pruebas del Lenguaje , Estudiantes
12.
Belo Horizonte; s.n; 20192803. 59 p. ilus, tab.
Tesis en Portugués | Coleciona SUS | ID: biblio-1016793

RESUMEN

Introdução: As avaliações usando tecnologia estão presentes nas escolas em vários países, e seu uso se popularizou nas últimas duas décadas, sendo utilizadas no exame para licença médica nos Estados Unidos desde 1999. O potencial que as avaliações aprimoradas por tecnologia trazem para o mundo acadêmico foi o que motivou a realização deste estudo, e o conhecimento advindo de uma conferência específica sobre essas tecnologias trouxe o incentivo para persistir nessa linha de pesquisa. Método: Este estudo tem por objetivo comparar o estresse, a satisfação e o desempenho dos acadêmicos durante o primeiro semestre de 2018, ao realizarem provas escritas convencionais e provas no computador na disciplina de Ginecologia e Obstetrícia do curso de Medicina da Universidade José do Rosário Vellano, campus Alfenas. Foram avaliadas as turmas do décimo segundo período e sétimo período, totalizando uma amostra de 135 alunos. Tratou-se de um estudo experimental randomizado em que os alunos foram divididos em dois grupos para as avaliações e foram-lhes aplicados questionários pré-definidos e presenciais. Antes da prova, foram entregues aos alunos perguntas específicas para avaliar o estresse envolvido em sua realização. Ao término da prova, foram aplicadas as questões que avaliaram a satisfação com o tipo de prova realizada. Foram ainda registradas as notas obtidas nos dois tipos de avaliação. Cada aluno fez uma avaliação escrita convencional e uma avaliação via computador. Resultados: Os acadêmicos avaliados demonstraram maior estresse e menor satisfação com a prova no computador, comparando-a com a prova escrita convencional. O tipo de prova não esteve associado ao desempenho acadêmico. Conclusão: A falta de familiaridade e treinamento com a metodologia, antes da aplicação das avaliações, causou aumento no estresse nos acadêmicos envolvidos no presente estudo, o que interferiu na satisfação, ao fazer a prova usando tecnologia, embora não tenha havido diferença nos escores de desempenho. As informações coletadas serão utilizadas para reestruturação do formato dos testes oferecidos no departamento de Ginecologia e Obstetrícia da UNIFENAS, campus Alfenas, com o intuito de aprimorar a avaliação teórica que se realiza na Universidade.


Introduction: Evaluations using technology are present in schools in several countries and have become popular in the last two decades and have been used in the United States medical license examination since 1999. The potential that improved technology assessments bring to the academic world motivated the carrying out of this study, and the knowledge from a specific conference on these technologies brought the incentive to persist in this research line. Method: This study aims to compare the stress, satisfaction and performance of academics during the first semester of 2018, when conducting conventional written tests and computer tests in the course of Gynecology and Obstetrics of the medical program of the University of José do Rosário Vellano, Alfenas campus, a total sample of 135 students. It was a randomized experimental study in which the students were divided for the evaluations and pre-defined and class-based questionnaires were applied. Prior to the test, specific questions were given to students to assess the stress involved in their achievement. At the end of the test, the questions were answered to evaluate the satisfaction with the type of the test they took. Each student did a conventional written assessment and a computer assessment. Results: The evaluated students showed greater stress and less satisfaction with the computer-based test compared to the conventional written test, although there was no statistical difference in performance when comparing both. Conclusion: Lack of familiarity and training with the methodology prior to test application resulted an increase in students' stress in the present study, which interfered in the satisfaction with the test using technology, even though there was no difference in the performance scores. The collected information will be used to restructure the format of the tests offered in the Department of Gynecology and Obstetrics of UNIFENAS, Campus Alfenas, in order to improve the theoretical evaluation performed at the University.


Asunto(s)
Humanos , Masculino , Femenino , Adulto , Adulto Joven , Educación Médica , Estudiantes de Medicina , Computadores , Evaluación Educacional , Rendimiento Académico
13.
Rev Saude Publica ; 53: 108, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31826175

RESUMEN

OBJECTIVE: To evaluate the association of school failure among Brazilian adolescents with social conditions and aspects of oral health through hierarchical analysis. METHODS: A state-wide survey of 5,558 adolescents from the state of São Paulo, Brazil, inquired about the sociodemographic and social capital of participants by using a structured questionnaire. Trained and calibrated professionals performed intraoral examinations and interviews in the households. Questions about the access to dentist, reason for and frequency of using dental services, toothache episodes and impact of oral conditions on daily activities (OIDP) were applied. Oral examinations evaluated caries experience, tooth losses, periodontal problems, presence of open bite, and maxillary and mandibular overjet. School failure was estimated according to the teenagers' years of schooling. The independent variables were grouped into three blocks: sociodemographic and economic characteristics, social capital and oral health aspects. The multiple hierarchical logistic regression model was used to identify the factors associated with school failure. RESULTS: Of the total sample, information about schooling of 5,162 adolescents was obtained, of whom 29.6% presented school failure. We found that adolescents over the age of 16 years who did not declare themselves as white, female, with feelings of insecurity, unhappiness, with toothache, caries, tooth losses, affected by dentofacial and/or periodontal changes, were more likely to fail at school. CONCLUSION: Oral disorders and social factors were associated with school failure in adolescents. A successful school trajectory was a strong determinant of health, therefore actions between the educational and health sectors must be developed for adolescents, especially those with this profile.


Asunto(s)
Fracaso Escolar , Evaluación Educacional , Salud Bucal/estadística & datos numéricos , Adolescente , Adulto , Brasil/epidemiología , Estudios Transversales , Caries Dental , Encuestas de Salud Bucal , Femenino , Humanos , Masculino , Factores de Riesgo , Factores Socioeconómicos , Encuestas y Cuestionarios , Pérdida de Diente , Adulto Joven
15.
S D Med ; 72(10): 451-453, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31816205

RESUMEN

The Objective Structured Clinical Examination (OSCE) was introduced in the mid-1970s as a method of testing students' clinical skills with more objectivity. The University of South Dakota Sanford School of Medicine (USD SSOM) administered its first OSCE to third year students in 1996. At a national level, the U.S. Medical Licensing Examination (USMLE) incorporated clinical skills testing for all medical students in the form of Step 2 Clinical Skills (CS) in 2004. The USMLE Step 2 CS exam has both proponents and opponents, but at this time will continue to be used. The USD SSOM OSCE has evolved over the years to include standardized patients, simulations, and note writing in an effort to better assess students and prepare them for Step 2 CS. Currently, the USD SSOM OSCE administered at the end of Pillar 2 is a requirement for graduation. The formal OSCE committee works diligently throughout the year to provide students with ample opportunity to prepare them for success. A significant ongoing part of student preparation is the clinical training that they receive in the offices of dedicated community preceptors.


Asunto(s)
Competencia Clínica , Educación de Pregrado en Medicina , Evaluación Educacional , Estudiantes de Medicina , Humanos , Examen Físico
16.
Laryngorhinootologie ; 98(12): 898-899, 2019 Dec.
Artículo en Alemán | MEDLINE | ID: mdl-31810106
17.
Br J Nurs ; 28(22): 1478-1484, 2019 Dec 12.
Artículo en Inglés | MEDLINE | ID: mdl-31835941

RESUMEN

BACKGROUND: the Nursing and Midwifery Council has emphasised that its recently introduced standards for student supervision and assessment aim to 'ensure that no one gets onto the register who shouldn't be there'. A key element in achieving this is the new practice assessor role, implemented to bolster practical assessment processes. AIM: to identify the key personal characteristics of robust practice assessors who are prepared to fail underperforming students. METHOD: a national study, using a grounded theory approach. Thirty-one nurses were interviewed about their experiences of failing students in practice-based assessments. FINDINGS: robust practical assessors have a 'core of steel', characterised as having five key features: solidarity, tenacity, audacity, integrity and dependability. CONCLUSION: organisations should base their selection of practice assessors on how strongly they exhibit these five characteristics. Designating all current mentors as new practice assessors, when it is known that often they are reluctant to fail, could perpetuate failure to fail.


Asunto(s)
Educación en Enfermería/organización & administración , Evaluación Educacional/normas , Mentores/psicología , Enfermeras y Enfermeros/psicología , Estudiantes de Enfermería , Humanos , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Investigación Cualitativa , Reino Unido
18.
Movimento (Porto Alegre) ; 25(1): e25047, jan.- dez. 2019. Figuras
Artículo en Portugués | LILACS | ID: biblio-1048485

RESUMEN

O objetivo deste artigo é analisar o que as crianças produzem diante do ato de avaliar na Educação Física, em três anos da escolarização. Utiliza a pesquisa narrativa com sete crianças do 6º ano do ensino fundamental de uma escola da Prefeitura Municipal de Serra, no Espírito Santo. Tem como fontes os diários de Educação Física produzidos pelas crianças, que contêm registros escritos e imagéticos, assim como as suas narrativas individuais orais. O processo de análise evidencia a potencialidade no uso dos diários como prática avaliativa longitudinal, pois as crianças sinalizam a maneira processual com que atribuem complexidade aos seus aprendizados, expressando as relações estabelecidas com os saberes da Educação Física, em três anos da escolarização


This article analyzes what children produce when faced with evaluation in Physical Education in three years of schooling. It uses narrative research with seven 6th graders of a primary school in the Municipality of Serra, Espírito Santo, Brazil. Its sources include Physical Education diaries produced by the children, which contain written and image records, as well as their individual and oral narratives. The analysis points to the potential of using diaries as a longitudinal evaluation practice, since children show the procedural way in which they ascribe complexity to their learning, thus expressing the relationships they establish with Physical Education knowledge in three years of schooling


El objetivo de este artículo es analizar lo que producen los niños ante el acto de evaluar en la Educación Física, en tres años de la escolarización. Utiliza la investigación narrativa con siete niños del 6º año de la enseñanza fundamental de una escuela del Ayuntamiento Municipal de Serra, en Espírito Santo. Posee como fuentes los diarios de Educación Física producidos por los niños, los cuales contienen registros escritos y de imagen, así como sus narrativas individuales y orales. El proceso de análisis evidencia la potencialidad en el uso de los diarios como práctica evaluativa longitudinal, pues los niños apuntan hacia la manera procesal con que atribuyen complejidad a sus aprendizajes, expresando las relaciones establecidas con los saberes de la Educación Física, en tres años de la escolarización


Asunto(s)
Humanos , Niño , Educación y Entrenamiento Físico , Niño , Evaluación Educacional , Educación Primaria y Secundaria , Escolaridad
19.
Prensa méd. argent ; 105(11): 842-848, dic2019.
Artículo en Inglés | LILACS, BINACIS | ID: biblio-1050053

RESUMEN

To improve the comorbid families behavior, knowledge, and attitudes about evidencebased options, we undertook an educational intervention. In current study, we evaluated the knowledge and attitude of the comorbid families about family planning option s pre and post informing program. the knowledge and attitudes of the comorbid families about family planning options pre and post educational intervention, from Feb -2015 to April-2016. This is a pre-post intervention survey analysis of seventy-six monogamous married couples. Couples were sequentially enrolled if they met inclusion criteria of harboring comorbidities when seeking family planning services. we evaluated the participants by using a questionnaire based on health belief model prior to and fo llowing the educational intervention. Education sessions incloude an educational video programme and a question and answer parts. For analyzing our data was used c hi-square, paired t-test, Spearma n and Pearson's correlation coefficient. Directed family planning education to couples with comorbidities significantly altered their attitude and knowledge. Counseling led to more informed choice behavior about family planning methods,by prioritizing permanent methods of vasectomy versus tubal ligation, especially after the education intervention (P<0.005). Family planning education and counseling directed to couples with multiple comorbidit ies should be a priority in health centers as because the appropriate contraceptive choice will improve their health literacy and outcomes


Asunto(s)
Humanos , Masculino , Femenino , Comorbilidad , Encuestas y Cuestionarios , Anticoncepción/métodos , Evaluación Educacional , Planificación Familiar , Estadísticas no Paramétricas
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