Simulação realística aplicada à Educação

Espanhóis ministram workshop no Congresso do HUM

 

 

Simulação Realística Aplicada à Educação. Este é o tema de um dos workshops do I Congresso do Hospital Universitário Regional de Maringá (HUM), que ocorre entre os dias 11 e 13 de outubro, juntamente com o Congresso Médico de Maringá. Os eventos comemoram os 30 anos do curso de medicina da Universidade Estadual de Maringá (UEM) e do Hospital Universitário. As inscrições estão abertas e a programação é de interesse de médicos, estudantes de medicina e servidores da área da saúde, especialmente, do HUM.

Estar em uma sala de emergência lotada diante de um paciente que não responde bem ao tratamento; isto é, que se comporta de maneira diferente do padrão descrito nos livros é um desafio. “Ainda mais quando nos deparamos com a falta de materiais ou equipamentos. Nesses casos, é preciso pensar rápido! Mas há algumas dicas que podem ser importantes. São elas que serão apresentadas no workshop de simulação realística”, explica Lucas Gremaschi, um dos estudantes que estão organizando os eventos científicos. Ele ainda destaca que o curso será ministrado no dia 13, pelos integrantes do Projeto Medicina, do Instituto Iavante, de Málaga, Espanha: o doutor Félix Plaza Moreno e o médico David Carrilo Atero.

Ainda são de interesse dos servidores e alunos do HUM outros dois cursos. O primeiro é Avaliação de Tecnologias em Saúde, que será nos dias 11 e 12, e tem como objetivo a criação do futuro Núcleo de Avaliação de Tecnologias em Saúde (NATS) dentro do HUM. A ideia é capacitar as equipes para elaboração de Pareceres Técnicos baseados em evidências técnico-científicas.

O segundo será de Segurança do Paciente. Neste caso, as atividades serão no dia 13 e têm como objetivo treinar as equipes do HUM para adotarem novas práticas de segurança dos usuários do hospital”, explicou a professora Elza Kimura, uma das organizadoras do evento. Ela ainda chamou atenção para o fato de que já foi solicitada a inclusão dos cursos no Plano de Capacitação dos Agentes Universitário junto à Divisão de Treinamento da Universidade Estadual de Maringá (TDE/UEM), o que vai permitir que sejam utilizados para avanço na carreira técnica.

A inscrição deve realizada via boleto emitido sistema da UEM, o Gescomp. Ali deve ser emitida uma guia de recolhimento, com o código 5412, no valor de R$ 230,00. A taxa para os funcionários do HUM permanecerá fixa até a data do evento.

“Além da programação científica, após a cerimônia de abertura haverá um coquetel, já incluso na taxa de inscrição. Caso tenham mais alguma dúvida, por favor, liguem para o ramal 9202 e falem comigo, professora Elza Kimura”. Os Congressos serão realizados no centro de eventos do Hotel Nobile Suites, em Maringá.

Cursos irregulares de Medicina

 

 

Universidad "mau" estafa a estudiantes brasileños

 

Local de universidad MAU en CDE. Están estafando a los estudiantes brasileños.

La Universidad Central del Paraguay (UCP), que es MAU, está estafando a jóvenes brasileños. La mayor parte de los que estudian allí vienen del Brasil, y están siendo engañados. Todo lo que están cursando no les servirá para nada. La casa de estudios no puede otorgar a los mismos los títulos. La misma sigue funcionando ante la SUGESTIVA desidia de los organismos del Estado encargados en el control y fiscalización de las universidades en el país.

Profesionales consultados indicaron que corresponde que la universidad mau, sea inmediatamente CLAUSURADA. El Consejo Nacional de Educación Superior (Cones) tiene habilitado a 50 universidades en el país, y en la lista no aparece la Universidad Central del Paraguay (UCP).

Karlos Bernardo, directivo de la UCP, muy cerca de Ruth Benítez Perrier, madre de “Marito” durante la recepción del evento.

 

La casa de estdios superiores que está funcionando al margen de las normas legales tiene sede de Asunción, Ciudad del Este, Minga Guazú, y en Pedro Juan Caballero.

En la sede ubicada en Ciudad del Este, sobre la avenida Mariscal Estigarribia, o avenida del Lago, se puede ver una inmensa cantidad de vehículos con chapa del Brasil. Son los estudiantes quienes vienen desde el país vecino para estudiar, pero en realidad están siendo estafados.

Los mismos hasta podrían recibir sus títulos, pera también será MAU. O sea, no les servirá. En caso de que la UCP consiga su habilitación, por norma, todo lo que ya hicieron no sirve. Con esto los estudiantes deberán comenzar de nuevo. No se les puede reconocer lo que ya estudiaron.

Edgar Dávalos

 

Los responsables de la universidad MAU utilizan la imagen de Ruth “Manón” Benítez Perrier, quien es madre del presidente de la República, Mario Abdo Benítez y del ministro de Hacienda, Benigno López, para protegerse. La misma además estaría vinculada al narcotráfico.

Las fotos de la madre del presidente Marito y del ministro de Hacienda, participando de los actos organizado por la universidad mau, tienen un solo objetivo. Evitar que los organismos correspondientes intervengan en el caso de la institución ilegal.

Los que están detrás de todo este esquema de sobornos y presiones, según nuestras fuentes, son: Karlos Bernardo, directivo de la UCP y Edgar Dávalos, administrador de la casa de estudios. Éstos tendrían estrechas relaciones con bandas criminales, especialmente los que operan en el tráfico de drogas, tanto en Pedro Juan Caballero como en Alto Paraná.

Graduate students

Graduate Students: Present Instructors and Future Faculty

Shazia Ahmed, Ph.D., and Lisa Rosen, Ph.D.

There has been an increase in the number of universities relying on graduate students to teach undergraduate coursework in recent years. In some universities, such as Purdue and University of South Florida, up to 26 percent of undergraduate courses are taught by graduate instructors (U.S. News and World Report, 2017). According to the Bureau of Labor Statistics (2018), there were over 135,000 graduate teaching assistants (GTAs) in 2017.

With graduate instructors teaching such a large number of undergraduate courses, there are concerns about their training as teachers as well as their impact on the undergraduate population. According to one survey, undergraduates find GTAs to be friendly and approachable. However, GTAs are also viewed as less knowledgeable and confident than faculty (Kendall & Schussler, 2017).

In most universities, the primary focus of graduate students is on research and their own coursework. Teaching may be viewed as an unfortunate responsibility that graduate students have to deal with to fund their education. We recently conducted focus groups of GTAs, and many reported feeling lost and unprepared to be instructors. This sentiment is not surprising given the limited training most GTAs receive before they are assigned a class to teach. There are few fortunate GTAs who receive a semester-long training. Many GTAs receive more limited instruction on pedagogy and classroom management.

GTAs often default to lecture because that is what they have experienced as students. The road toward becoming an effective teacher for these graduate instructors is often long and tedious, and based on trial and error. We would like to urge departments and universities to do the following:

• Offer more comprehensive and formal training to these future instructors. This training should focus on effective teaching pedagogies. In particular, strategies for student engagement and classroom management should be at the forefront.
• Provide sample rubrics and guidance for ethical grading. In our focus groups, GTAs reported that grading fairly was one of the most challenging aspects of teaching. They reported their limited use of rubrics often contributed to challenging situations in the classroom surrounding grades and huge time burdens for themselves. Although GTAs will likely have to alter model rubrics for their assignments, having a base from which to work could likely assist with more efficient and equitable grading.
• Review initial GTA syllabi and exams. Creating syllabi and exams can be daunting for new instructors. Having a member of the department or experienced peer review drafts can be especially helpful in preventing mistakes and complications in the classroom.
• Conduct classroom observations. Receiving feedback from peers or faculty can help improve teaching, especially if done early in the semester. Feedback should be provided in a constructive manner with concrete suggestions for improvement.
• Involve veteran faculty as mentors. GTAs can learn a great deal from observing experienced instructors and receiving guidance from a dedicated teaching mentor. Given the pressing demands on senior faculty, we hope that departments and universities will value the time spent being an effective teaching mentor.
• Connect GTAs with one another. Universities should offer GTAs a safe place to share ideas and experiences. Departments should encourage collaboration among GTAs of similar courses. Some departments might consider pairing senior and beginning GTAs, as graduate students may be more comfortable sharing their teaching fears and weaknesses with their colleagues rather than their faculty who are in an evaluative role.
• Communicate frequently. GTAs reported limited support in their initial semester teaching. Providing important updates and suggestions (e.g., first class day ideas, mid-semester evaluation tools, and pertinent articles) can help create a GTA community and feelings of connection.

Being a GTA is an incredibly difficult position, often with little support. There is the need to balance research, coursework for the one’s own degree, and courses one is teaching. The growing number of undergraduate courses taught by GTAs makes it imperative that we attend to the need for pedagogical training of GTAs, many of whom will soon be faculty.

  

References:

Friedman, J. (2017). 10 Universities where TAs teach the most classes. U.S. News and World

Reports. Retrieved from https://www.usnews.com/education/best-colleges/the-short-list-college/articles/2017-02-21/10-universities-where-tas-teach-the-most-classes

Kendall, K. D., & Schussler, E. E. (2017). Does instructor type matter? Undergraduate student perception of graduate teaching assistants and professors. CBE—Life Sciences Education. Retrieved from https://www.lifescied.org/doi/10.1187/cbe.11-10-0091.

U.S. Department of Labor, Bureau of Labor Statistics. (2018). Graduate teaching assistants. Retrieved from https://www.bls.gov/oes/current/oes251191.htm.

Dr. Ahmed is an associate clinical professor of biology and an experiential faculty fellow at Texas Woman’s University.

Dr. Rosen is an assistant professor of psychology and an experiential faculty fellow at Texas Woman’s University.

Both Dr. Ahmed and Dr. Rosen supervise the graduate instructors in their departments and teach courses on college teaching, which provides them the opportunity to encourage graduate instructors to integrate experiential education into their own courses.

General competencies

Evaluation of the development of general competencies in undergraduate courses in nutrition

Edilceia Domingues do Amaral Ravazzani, Graciele de Matia, Izabel Meister Coelho, Roberto Zonato Esteves

 

Abstract

The National Curricular Guidelines direct education to changes in the teaching-learning process, seek the appreciation of training when they establish in their structure, general and specific competences and emphasize the importance of a systematic and permanent follow-up evaluation aimed at improving graduation. The present research had the objective of evaluating the development of the general competencies of undergraduate students of nutrition. An analytical study with a quantitative approach and cross-sectional method using a questionnaire, elaborated and validated by Matia and Coelho (2015) composed of 44 questions, which was applied to students and teachers, from four educational institutions, through the Google forms Software. For the descriptive analysis of the data, we used measures of central tendency and measures of variability and the tests Mann Whitney, Tukey and Test-t, with level of significance of p <0.05, realized through Free software R version 3.1.1. A total of 210 answers were obtained, of which 110 were students of both sexes and 100 of teachers. The mean age of students was 24.66 ± 7.41 years. The sample consisted of a predominance of female participants (87.3%). In the view of the teachers, the evaluated students seem to be developing more competences and abilities of Management in health and Education in health and in the vision of the students there was small emphasis only in Education in health. It is concluded that the students of the courses of nutrition involved in the research, are not developing the general skills necessary for the training, pointed out in the guidelines, in its entirety.

Keywords

Professional competence; Competency-based education; Nutrition; Assessment.

Full Text:

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DOI: http://dx.doi.org/10.17267/2594-7907ijhe.v2i1.1863