The importance of the critical-reflexive portfolio in medicine graduation: An academic experience
DOI:
https://doi.org/10.33448/rsd-v10i9.17922Keywords:
Education, Medical; Learning; Active Methodologies; Teaching.Abstract
Objective: This experience report aims to report the importance of the critical-reflective portfolio in the development of values, knowledge, skills and medical attitudes during medical graduation. Methodology: These are experiences lived from August 1, 2017 to June 30, 2019 by medical students from Faculdade ITPAC Palmas-TO during practical classes of the Integration Teaching Service Community module. From the first period, students are inserted in the Community Health Centers of the Municipality of Palmas in order to build theoretical and practical links related to the Unified Health System. At each weekly meeting, a portfolio page is produced with a narrative about the experience experienced and its critical-reflective analysis. At the end of the period, the students deliver the portfolios and receive a feedback from the tutor highlighting aspects of knowledge, skills and attitudes. Results and Discussion: The dynamics proposed by the critical-reflective portfolio allows academics to recognize the different health situations in their uniqueness, through thought and imagination. The exchanges of experiences reported provide students with understanding and judgment of situations, enabling the creation of perceptions, thoughts, values and improvement of medical skills and attitudes towards the patient and work team, supporting a humanized graduation. Conclusion: The construction of medical graduation using active teaching-learning methodologies, such as critical-reflective portfolios, contributes to the formation of values for action in the health field, such as critical reflection, empathy and creativity.
References
Blanco, A. (2009). Desarrollo y evaluación de competencias en educación superior. Narcea.
Bordenave, J. D. & Pereira, A. M. (1998). Estratégias de ensino-aprendizagem. (19a ed.), Vozes.
Brasil. Ministério da Educação. (2014). Resolução nº 3, de 20 de junho de 2014. Institui diretrizes curriculares nacionais do curso de graduação em Medicina e dá outras providências. Conselho Nacional de Educação. Câmara de Educação Superior. Diário Oficial da União. Sec. 1, p. 8-11.
Brook,J & Upitis, R. (2015). Can an online tool support contemporary independent music teaching and learning? Music Education Research, 17(1), 34–47. https://doi.org/10.1080/14613808.2014.969217
Buckley, S., Coleman, J., Davison, I., Khan, K. S., Zamora, J., Malick, S., Morley, D., Pollard, D., Ashcroft, T., Popovic, C., & Sayers, J. (2009). The educational effects of portfolios on undergraduate student learning: a Best Evidence Medical Education (BEME) systematic review. BEME Guide No. 11. Medical teacher, 31(4), 282–298. https://doi.org/10.1080/01421590902889897
Cotta, R. M. M., Costa, G. D. & Demendonça, E. T. (2015). Portfólios crítico-reflexivos: Uma proposta pedagógica centrada nas competências cognitivas e metacognitivas. Interface: Communication, Health, Education, 19(54), 573–588. https://doi.org/10.1590/1807-57622014.0399
Cotta, R. M., de Mendonça, E. T., & da Costa, G. D. (2011). Portfólios reflexivos: construindo competências para o trabalho no Sistema Único de Saúde [Learning portfolios as a tool for reflection: building competencies for work in the Unified Health System]. Revista panamericana de salud publica = Pan American journal of public health, 30(5), 415–421. https://doi.org/10.1590/s1020-49892011001100003
Estrela, C. (2018). Metodologia Científica: Ciência, Ensino, Pesquisa. Editora Artes Médicas.
Franco, R., Ament Giuliani Franco, C., de Carvalho Filho, M. A., Severo, M., & Amelia Ferreira, M. (2020). Use of portfolios in teaching communication skills and professionalism for Portuguese-speaking medical students. International journal of medical education, 11, 37–46. https://doi.org/10.5116/ijme.5e2a.fa68
Gutiérrez, G.M., Lara, Y.G., Alpuche, A.H., Trejo, A.M. & Sánchez, M. (2019). Avaliação de competências em residentes de pneumologia pediátrica: utilização do portfólio eletrônico. Neumol Cir Torax, 78 (1), aprox. 5. https://www.medigraphic.com/pdfs/neumo/nt-2019/nt191a.pdf
Klenowski, V. (2007). Desarrollo de portafolios para el aprendizaje y la evaluación. (3a ed.), Narcea.
Lizarraga, M. L. S. A. (2010). Competencias cognitivas en educación superior. Narcea SA Ediciones.
Ludke, M. & Andre, M. E. D. A. (2013). Pesquisas em educação: uma abordagem qualitativa. E.P.U.
McGuire, L. E., & Lay, K. A. (2019). Reflective Pedagogy for Social Work Education: Integrating Classroom and Field for Competency-Based Education. Journal of Social Work Education, 1-14. https://doi.org/10.1080/10437797.2019.1661898
Medeiros, M., Dantas, A. S., Tres, G. S., Ramos, A. S. M., & Assunção, M. V. D. de. (2020). Aprendizagem autorregulada com o uso de portfólio: análises sobre percepções discentes. Research, Society and Development, 9(8), e311985483. https://doi.org/10.33448/rsd-v9i8.5483
Mitre, S. M., Siqueira-Batista, R., Girardi-de-Mendonça, J., Morais-Pinto, N., Meirelles, C., Pinto-Porto, C., Moreira, T. & Hoffmann, L. (2008). Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciencia & Saude Coletiva, 13(2), 2133-2144. https://doi.org/10.1590/S1413-81232008000900018
Moniz, T., Arntfield, S., Miller, K., Lingard, L., Watling, C. & Regehr, G. (2015). Considerações no uso da escrita reflexiva para avaliação do aluno: questões de confiabilidade e validade. Med Educ., 49 (9), 901-8.
Morán, J. (2015). Mudando a educação com metodologias ativas. Coleção mídias contemporâneas. Convergências midiáticas, educação e cidadania: aproximações jovens, 2(1), 15-33.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In: Boekaerts, M., Pintrich, P. R., Zeidner, M. (eds.) Handbook of self-regulation. (p. 452-502). Academic Press.
Polydoro, S., Pelissoni, A., do Carmo, M., Emilio, E., Dantas, M., & Rosário, P. (2015). Promoção da autorregulação da aprendizagem na universidade: percepção do impacto de uma disciplina eletiva. Revista de Educação PUC-Campinas, 20(3), 201-213. https://doi.org/10.24220/2318-0870v20n3a2877
Swardt, M., Jenkins, L. S., Von Pressentin, K. B. & Mash R. (2019). Implementing and evaluating an e-portfolio for postgraduate family medicine training in the Western Cape, South Africa. BMC Med Educ., 19:251. https://doi.org/10.1186/s12909-019-1692-x
Villas Boas, B. M. F. (2005). O portfólio no curso de pedagogia: ampliando o diálogo entre professor e aluno. Educ. Soc., 26(90), 291-306. https://doi.org/10.1590/S0101-73302005000100013
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Mariana do Prado Borges; Augusto Wickert Schaedler; Felipe Batista Rezende ; Jordana Lucio Garcia; Ana Lidia de Campos Lico; Guilherme Wickert Schaedler; Marcella Crystina Ramos Queiroz; Aline Alves de Oliveira; Thales Arthur Cotolengo de Pina; Lorena Dias Monteiro
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
