RESUMO
OBJECTIVE: To compare the satisfaction level in the academic working environments (AWE) between the residents of two training primary care units. METHODS: Observational, transversal and comparative study. A previously constructed and validated instrument was applied, it included 30 items that evaluated the AWE with the following indicators: support, satisfaction, participation and respect; the reliability index's instrument was high (Cronbach's alpha is 0.88). The statistical analysis was made with the Mann-Whitney U test, and χ2 test for proportions. RESULTS: Regarding the AWE, 4.28% of the residents obtained a really inappropriate environment; 8.57% very appropriate and 14% inappropriate environment. However the 72% was between intermediate environments. No statistical significant difference was found between the three measurements. CONCLUSIONS: Our results are consistent with other national studies results where the "respect" indicator was the one with higher rank. The environment along with "participation," and "support," creates a favorable relationship among residents, teachers and the staff. However, the "imposition" and "rigidity" produces a decrease in the collective participation.
Assuntos
Medicina de Família e Comunidade/educação , Internato e Residência , Satisfação no Emprego , Estudos Transversais , Humanos , Inquéritos e QuestionáriosRESUMO
BACKGROUND: From a participative educational position view, enhancement of the teaching is subjected to the fact that mentors had though about conditions and circumstances that determine their performance and to get a solid position that guides them into overcoming their day-to-day trouble burden. Our objective was to measure effects of a participative educational strategy that motivates critical evaluation in the development of a position on education; seven groups of teachers were compared. METHODS: Through a longitudinal comparative intervention design, 71 students (mentors) coming from seven educational interventions, were studied, during a period from 2002 to 2005. RESULTS: Differences between previous and posterior to educational process measuring were statistically significant in favor of the development of a position in all the groups (Wilcoxon p < 0.01); 68 out of 71 mentors developed a position on education. CONCLUSIONS: A participative educational strategy consolidated a personal position, resulting from the reflexive activity of the mentor.
Assuntos
Educação Médica/normas , Docentes de Medicina , Estudos LongitudinaisRESUMO
OBJECTIVE: To evaluate the scope of an educational strategy for developing an aptitude for critical reading of educational research information (CRERI) and for clinical research information (CRCRI). METHODS: A longitudinal, intervening, comparative study was performed on seven groups with educational interventions that promote development skills rather than learning contents. This was evaluated through two instruments that measure skills for critical reading information from educational and clinical investigation reports. RESULTS: Significant differences were encountered favorable to CRCRI, among the initial and final evaluation of students in a whole manner (p < 0.001). Group analysis showed differences until the end of educational interventions in three of them (p < 0.01). CONCLUSIONS: The educational strategy had two favorable effects on the CRCRI; nevertheless the educational interventions were solely aimed at promoting CRERI. The extension from one to another aptitude was shown to be independent of contents. This strategy can be an alternative for encouraging students to self-learning, which leads to a better usage of available information sources.
Assuntos
Julgamento , Aprendizagem , Leitura , Pesquisa/educação , Humanos , Estudos LongitudinaisRESUMO
INTRODUCTION: In research activities, critical thinking about mechanisms that control the selection of certain knowledge forms and correlative practices are unusual. OBJECTIVE: To compare the levels of epistemological meditation in professional groups with different grades of expertise in research field. METHODS: Prolective, comparative, cross-sectional study by means of validated questionnaire that measure posture (consistence in points of view about diverse scientific conceptions and activities), main indicator of epistemological meditation level. Three groups were included: 25 professional biomedical researchers (group "A"), 22 postgraduate professors of health sciences (group "B") and 16 postgraduate students of social sciences (group "C"). RESULTS: Most participants showed low scores in posture with not significant differences between groups (p > 0.05). However, group "B" after an educational intervention, showed significant increase in consistence points of view (p < 0.01). DISCUSSION: Epistemological meditation about scientific work is not a feature of research activities in studied groups. The grades of expertise in research field do not have influence in posture development.