Learning & Assessment

Facilitating Learning & Assessment in Practice

Facilitating Learning & Assessment in Practice

Introduction

In line with the movements for improving higher education and redefining the profile and role of health professionals in the late nineties, the Faculty of Medicine introduced curriculum changes in medical and nursing courses. These changes involved the use of Problem Based Learning (PBL) Curriculum and Pedagogy, respectively and consequently and 0changes in the evaluation. Regarding the assessment of professional practice, the School of Medicine adopted the mini OSCE (objective structured clinical examination) that allowed evaluating student performance in several seasons as a season of history, a communication, and physical examination for four seasons, lasting 15 to 30 minutes, and use of simulated patients. This modality represents a breakthrough for rating, and cognitive resources, affective and psychomotor also, subject to the actual patient. However, this type of examination still showed limited, since it was fragmented and timely assessment of a situation (Brown, 1993, 16).

In 2003, motivated by Incentive Program Curricular Changes in medical courses and in line with the National Curriculum Guidelines (DCNs), there was a new curriculum restructuring, adopting an integrated curriculum and guided by professional competence, understanding curriculum integrated one that is characterized by joint teaching with professional practice and also considers education from the world of work. Therefore, we seek to make reflections on professional practice with the objective of coordinating the training to work, constructing meanings when making health professional (Callister, 1993).

Discussion

The curriculum demanded then a design assessment consistent with its principles and favoring the reflection on the process of teaching and learning in which all stakeholders were committed to building knowledge and professional training.

The evaluation of the proposal is Assessment Exercise Professional Practice (EAPP), a strategy that is simulated situations related to individual care situations of collective care and organization of the work process in health, which the student performs actions and is evaluated according to the expected performance for the series. In caring individual, activity resembles that of Practical Clinical Examination in which students interact with simulated patients in a less structured environment that the OSCE can be represented in a care home, ambulatory, or in hospital (Conner-Greene, 2000, 44).

The ability, in this proposal, is understood as the capacity to mobilize articulately different attributes (cognitive, affective, and psychomotor) that combined to address / resolve, in different ways, new situations related to professional practice. How can compose different combinations standards of excellence, this allows people to develop their own style, appropriate and effective to deal with situations familiar or not. This approach needs to be developed in coordination with the world in which the practices are carried out, since learning is action-oriented and competency assessment, based on observable results, i.e. performances that consist of attributes to be developed along the course.

Conception of learning, Assessment and Educational Practice

This educational resource facilitates the presentation of cases and situations with which all students can and should contact. In addition, faculty can choose situations that are considered important to the formation of health professionals and students may not ...