Conhecimento docente sobre o processo de ensino avaliativo em contexto clínico do curso de Odontologia

Abstract

The present course competition assignment (CCA) aims to improve the studies on the development, implementation and practice of new educational technologies based on a scientific article and an intervention product, it is about the curriculum concentration and the teaching-learning process in healthcare education and brings to the discussion the theme of educational measurement and teaching in healthcare. The education dental was elaborated from the faculty knowledge about the evaluation process in the clinical context of the mentioned course. It was a work of qualitative approach of the instantaneous type in the situation analysis. As a process, we used the research methodological technique of focal group for the production and data collection. In this research were questioned seven teachers from the 10th period of the Dentistry course of a Private Higher Education Institution, in the city of Maceió, state of Alagoas, Brazil. they were distributed in 2 focus groups, with 5 participants each, where in each group there were 3 repeating professors. For the focus groups, a script was compiled with the following questions: a) To begin with, I would like you to speak if possible to explain the functioning of the evaluation sheet; b) Do you think the quantity of items is satisfactory? c) Do you think something is missing on this sheet? d) Do you fill out all the items on the form? e) Does the form respond to the needs of the discipline? f) Is this form suitable for discipline? g) Does the student have access to the teacher's observations whenever he / she request it? h) Is there feedback on the correctness, errors and penalties that have been infringed?. Next, the author used content analysis to the transcribed and submitted recorded audios. The discussion about evaluation based following thematic categories and their subcategories: evaluation process (egress profile, summative evaluation versus formative evaluation, punitive character of evaluation and feedback); role of the teacher in the evaluation (teacher training, calibration, and social teacher); complexity in the evaluation (subjectivity and student teacher ratio). From the results, the capability of the teacher in healthcare teaching emerges as a great tool of transformation of the medical education in the country, because it allows the teacher the necessary background to intervene in the real function of the evaluation, the behavior change of his students, resulting from possible interventions in the teaching-learning process. It was also noticed the need to work the evaluation in its training function, which inspired the preparation of the intervention product of this CAA. An online evaluation tool was considered, housed in a website, that condenses the characteristics of a formative evaluation that were absent in the previous instrument. Thus the product proposes an instrument that brings the objectives of each evaluation in a clear and explicit way; the possibility of real-time feedback; graphs that allow the dynamic visualization of the learning course favoring the diagnostic function of the formative evaluation; a database that gives a systematic, procedural and longitudinal character of the evaluation. The evaluation instrument has as a counterpoint a student self-assessment, in order to justify its conduct in relation to a certain clinical situation, allowing knowing the factors that interfered in the process from another point of view. Finally, this gave the students their real position, the place of protagonists in the teaching-learning process.