Unicamp Diretoria Acadêmica

ES001 - Evidências e Práticas em Ensino nas Profissões da Saúde - 2S/2025 Imprimir

Pós-Graduação

Informações da disciplina

Ementa:

Revisão de temas em ensino nas profissões saúde (aprendizagem de adultos, avaliação da aprendizagem, facilitação da aprendizagem, cognição e estratégias educacionais) abordando as evidências, com discussão crítica e interdisciplinar sobre as melhores práticas.

Bibliografia:

  1. Amaral E, Norcini J. Quality assurance in health professions education: Role of accreditation and licensure. Med Educ. 2023 Jan;57(1):40-48.
  2. Bate E, Hommes J, Duvivier R, Taylor DC. Problem-based learning (PBL): getting the most out of your students - their roles and responsibilities: AMEE Guide No. 84. Med Teach. 2014 Jan;36(1):1-12.
  3. Cecilio-Fernandes, D., Patel, R., & Sandars, J. (2023). Using insights from cognitive science for the teaching of clinical skills: AMEE Guide No. 155. Medical Teacher, 1-10.
  4. Cook DA, Brydges R, Zendejas B, Hamstra SJ, Hatala R. Technology-enhanced simulation to assess health professionals: a systematic review of validity evidence, research methods, and reporting quality. Acad Med. 2013 Jun;88(6):872-83.
  5. Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T.,& Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Jama, 306(9), 978-988.
  6. Daniel M, Rencic J, Durning SJ, Holmboe E, Santen SA, Lang V, Ratcliffe T, Gordon D, Heist B, Lubarsky S, Estrada CA, Ballard T, Artino AR Jr, Sergio Da Silva A, Cleary T, Stojan J, Gruppen LD. Clinical Reasoning Assessment Methods: A Scoping Review and Practical Guidance. Acad Med. 2019 Jun;94(6):902-912. 
  7. Harden RM, Crosby J. AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher, Medical Teacher, (2000) 22:4, 334-347
  8. Eva, K. W. (2005). What every teacher needs to know about clinical reasoning. Medical Education, 39(1), 98-106.
  9. Gishen F, Gill D, Dacre J. Credentialing medical education: how much education do you need to be a good teacher? Clin Teach. 2020 Feb;17(1):106-108. 
  10. Gold JG, Knight CL, Christner JG, Mooney CE, Manthey DE, Lang VJ. Clinical reasoning education in the clerkship years: A cross-disciplinary national needs assessment. PLoS One. 2022 Aug 18;17(8):e0273250.  Correction: Clinical reasoning education in the clerkship years: A cross-disciplinary national needs assessment. PLoS One. 2024 Jul 9;19(7):e0307054.
  11. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
  12. Ilgen JS, Ma IW, Hatala R, Cook DA. A systematic review of validity evidence for checklists versus global rating scales in simulation-based assessment. Med Educ. 2015 Feb;49(2):161-73. 
  13. McGaghie, W. C., Draycott, T. J., Dunn, W. F., Lopez, C. M., & Stefanidis, D. (2011). Evaluating the impact of simulation on translational patient outcomes. Simulation in healthcare: Journal of the Society for Simulation in Healthcare, 6(Suppl), S42.
  14. Mortaz Hejri, S., Jalili, M., Masoomi, R., Shirazi, M., Nedjat, S., & Norcini, J.. The utility of mini-Clinical Evaluation Exercise in undergraduate and postgraduate medical education: A BEME review: BEME Guide No. 59. Medical Teacher, 2019: 1-18.
  15. Norcini, J., & Burch, V. (2007). Workplace-based assessment as an educational tool: AMEE Guide No. 31. Medical Teacher, 29(9-10), 855-871.
  16. Norcini, J., Anderson, M. B., Bollela, V., Burch, V., Costa, M. J., Duvivier, R.. & Swanson, D. (2018). 2018 Consensus framework for good assessment. Medical Teacher, 40(11), 1102-1109.
  17. Oswald A, Dubois D, Snell L, Anderson R, Karpinski J, Hall AK, Frank JR, Cheung WJ. Implementing Competence Committees on a National Scale: Design and Lessons Learned. Perspect Med Educ. 2024 Feb 6;13(1):56-67.
  18. Pålsson P, Cederborg A, Johansson M, Hult HV, Naredi S, Jood K. Clinical supervisors' experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study. BMC Med Educ. 2024 Mar 15;24(1):297. 
  19. Pierce, C., Corral, J., Aagaard, E., Harnke, B., Irby, D. M., & Stickrath, C. (2020) A BEME realist synthesis review of the effectiveness of teaching strategies used in the clinical setting on the development of clinical skills among health professionals: BEME Guide No. 61, Medical Teacher,
  20. Samarasekera DD, Nyoni CN, Amaral E, Grant J. Challenges and opportunities in interprofessional education and practice. Lancet. 2022 Oct 29;400(10362):1495-1497.
  21. Sandars, J., & Cleary, T. J. (2011). Self-regulation theory: applications to medical education: AMEE Guide No. 58. Medical Teacher, 33(11), 875-886.
  22. Steinert, Y., Mann, K., Centeno, A., Dolmans, D., Spencer, J., Gelula, M., & Prideaux, D. (2006). A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher, 28(6),497- 526.
  23. Stenfors-Hayes T, Hult H, Dahlgren LO. What does it mean to be a good teacher and clinical supervisor in medical education? Adv Health Sci Educ Theory Pract

Ano de Catálogo: 2025

Créditos: 6

Turma: A Vagas: 15

Número mínimo de alunos: 5

Idioma de oferecimento: Português

Tipo Oferecimento: Regular

Local Oferecimento:

Horários/Salas:

  • Terça 09:00 - 12:00

Docentes:

  • Andrea De Melo Alexandre Fraga
  • Joana Froes Braganca Bastos
  • Juliany Lino Gomes Silva
  • Soely Aparecida Jorge Polydoro

Reservas:

Não possui reservas.

Horários

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