Please use this identifier to cite or link to this item: http://tcc.fps.edu.br:80/jspui/handle/fpsrepo/730
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dc.contributor.authorAZEVEDO, Kelly Ribeiro Dantas de-
dc.contributor.authorCAMPOS, Bárbara Santana-
dc.contributor.authorDUTRA, Lorena Almeida Calógeras-
dc.contributor.authorRIOS, Julyanne Luize de Lima-
dc.date.accessioned2020-04-27T14:30:45Z-
dc.date.available2020-04-27T14:30:45Z-
dc.date.issued2013-08-
dc.identifier.urihttp://tcc.fps.edu.br:80/handle/fpsrepo/730-
dc.descriptionOrientador: Gilliatt Hanois Falbo Neto Co-orientadora: Hegla Virginia Florencio de Melo Pradopt_BR
dc.description.abstractObjetivos: Apontar se há variação nos resultados da autoavaliação e avaliação dos tutores quanto ao desempenho e aprendizado do aluno, em alguns momentos do curso (1º, 2º, 3º e 4º ano) numa escola médica do Nordeste do Brasil. Métodos: estudo descritivo (quantitativo), tipo corte transversal e retrospectivo, realizado na Faculdade Pernambucana de Saúde, Recife, Pernambuco. Aplicou-se um questionário com escala Likert de 5 pontos alusivo à percepção dos alunos sobre a autoavaliação e avaliação do tutor. Também foi analisado o banco de dados com as notas desses alunos no ano de 2011. Resultados: a maioria deles atribuiu a si nota mais alta, quando comparada à recebida pelo tutor, sendo a média da diferença de 0,5 (p<0,001). Relacionado ao sexo, o masculino mostrou notas maiores. Analisando o questionário, houve uma contradição das respostas. A maioria dos alunos respondeu positivamente (média=3,39; DP=0,81) sobre a equivalência das notas da autoavaliação e avaliação do tutor e negativamente sobre a atribuição de notas sem merecimento (média=2,72; DP=1,23). Conclusão: a autoavaliação é superestimada pelos participantes da pesquisa e pode ser influenciada por fatores externos. Porém, exerce grande importância e, é sugerido que o método avaliativo seja modificado, para a obtenção de resultados mais fidedignos e educativos.pt_BR
dc.description.sponsorshipObjectives: To identify if there is variation between the results on self-assessment and teacher assessment in relation to student performance and learning at different times of the course (1st year, 2nd year, 3rd year and 4th year) in a medical school in the Northeast of Brazil. Methods: A descriptive study (quantitative), cross-sectional and retrospective. The study was conducted between September and December of 2012, in the Pernambucan Health College, located in the city of Recife, Pernambuco and used the database of the students evaluation in this institution. We used a questionnaire with Likert scale of 5 points to research participants who were enrolled in 2012 in the 2nd, 3rd, 4th and 5th year of medical school with questions relative to the perception of these students on the self-assessment and tutor evaluation. Furthermore, we analyzed the database previously made by the educational institution with the grades on the self-assessment and the tutor evaluation assigned to those same students in the previous year (2011) when they were in their 1st, 2nd, 3rd and 4th year of medical school. Results: Most students gave themselves higher score compared to that received from the tutor, and the mean difference of the grades was 0.5 (p <0.001). Regarding gender, the grades of the tutor and self-assessment were higher for females, the difference between the two grades was of 0.4 (p <0.001); for males, the difference between the two notes was 0,6 (p <0.001), which indicates a greater difference between grades in this gender. When was analyzed the correlation between age and grade given on the assessments, there was a downward trend in the evaluation by the tutor and self-assessment with increasing age, but no linear relationship between the variables. Analyzing the questionnaire, there were no very expressive answers. Most students responded positively (mean = 3.39, SD = 0.81) when asked about the equivalence of grades on self-assessment and tutor evaluation. Regarding the overestimation of their grades on self-assessment, the respondents remained unbiased (mean = 3.03, SD = 1.28) and when asked if they attributed to themselves higher grades than they deserved, they responded negatively (mean = 2, 72, SD = 1,23).pt_BR
dc.language.isootherpt_BR
dc.subjectPBLpt_BR
dc.subjectAutoavaliaçãopt_BR
dc.subjectAvaliação do tutorpt_BR
dc.titleComparação da autoavaliação e avaliação do tutor em grupos tutoriais e análise da percepção dos estudantes sobre o tema em uma escola médicapt_BR
dc.typeOtherpt_BR
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