Banca de DEFESA: Gislane Scholze Domingues Goulart

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Gislane Scholze Domingues Goulart
DATE: 26/03/2025
TIME: 14:00
LOCAL: Plataforma Microsoft Teams
TITLE:

 National Student Assessment in the Health Professions from an Interprofessional Education Perspective

KEY WORDS:

Evaluation of the student of higher education; Evaluation instruments; Clinical Competencies; Sociocultural competences; Interprofessional Education

PAGES: 200
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

Introduction: The assessment of students within the framework of the National Higher Education Assessment System (SINAES) plays a formative and guiding role in shaping educational practices. In the health field, education is a shared responsibility between the education and health sectors and is based on the National Curriculum Guidelines (DCN) specific to each course, which align with the principles of the Unified Health System (SUS). The DCN define the graduate profile, encompassing both general and specific competencies that guide professionals toward collaborative and interprofessional practice, emphasizing teamwork and alignment with SUS principles. National student assessment is conducted through the National Student Performance Exam (Enade), which includes academic performance tests and student perception questionnaires. However, this assessment prioritizes technical-scientific knowledge and does not directly evaluate interprofessional collaborative competencies. Thus, it is necessary to investigate the assessment dimensions of the exam, analyzing the presence of Interprofessional Education (IPE) elements in its instruments. Incorporating collaborative competencies into the national student assessment would better align it with the DCN, strengthening interprofessional practice and fostering a transition from a fragmented health education model to an integrated one that converges with SUS principles. This dissertation aims to investigate the education of health students in light of the DCN and IPE, considering the national student assessment under SINAES and an experiential report. Materials and Methods: This study employs a convergent mixed-methods design, structured into three phases: quantitative documentary, qualitative documentary, and qualitative experiential research. In the quantitative phase, the study examined Enade tests from eight health-related undergraduate programs (Biomedicine, Nursing, Pharmacy, Physiotherapy, Speech Therapy, Medicine, Nutrition, and Dentistry). The analysis involved selecting test items that, according to the test matrix, indicated aspects related to collaborative competencies. A total of 106 items from the 2016 and 2019 Enade editions were analyzed. Subsequently, a thematic analysis of these items was conducted based on IPE principles. Additionally, an exploratory study of 720 test items from three Enade editions (2013, 2016, and 2019) was performed using the IraMuTeQ software. The study applied Hierarchical Descendant Classification (CHD) and Correspondence Factor Analysis (CFA) to characterize and categorize the relationships between courses through textual analysis. In the qualitative documentary phase, the study analyzed student questionnaires and Enade microdata from 2019 for the eight health programs. The selected variables included socioeconomic factors and 42 items from the perception questionnaire regarding Didacticpedagogical organization, Infrastructure and physical facilities, and Opportunities for academic and professional development. Descriptive and exploratory analyses of the quantitative data were conducted using RStudio software. Socioeconomic variables were used to characterize student profiles, while Exploratory Factor Analysis (EFA) was applied to perception scale variables to investigate the questionnaire’s structure and reduce dimensionality. Based on the EFA results, a single factor was selected, for which scores were calculated per course, and the Kruskal-Wallis test was applied to compare differences between courses. In the qualitative experiential phase, the study investigated a university course designed with an IPE approach, encompassing five health-related programs (Nursing, Pharmacy, Physiotherapy, Occupational Therapy, and Public Health). Data collection included an online survey completed by 48 students, in-depth interviews with seven faculty members, and direct observation of course activities. The data collection and analysis instruments followed IPE frameworks. The interviews were conducted using a semi-structured questionnaire developed specifically for the course context. For the analysis of survey responses, IraMuTeQ software was used with Similarity Analysis techniques. After transcription, thematic analysis was conducted on the interviews. This phase identified elements of the pedagogical approaches of Project-Based Learning (PBL) and Critical Pedagogy, which guided the teaching practices in the course. The themes explored had a transversal character, promoting student integration through the creation of artistic and creative artifacts, such as visual arts, poetry, and theater. These products were developed based on students' experiences and represented specific cultural aspects. Examples included a Popular Health Dictionary, which translated biomedical terms into accessible language, and media productions focused on disseminating health-related educational and informative content on digital platforms. The collaborative competencies developed in the course reflected a critical and reflexive perspective on health practices, fostering the training of professionals equipped to work in interprofessional and socioculturally diverse contexts. Results: The analysis of the student questionnaire enabled the profiling of graduates from health-related programs, revealing socioeconomic disparities. Exploratory analysis of the perception questionnaire, conducted using EFA techniques, facilitated the grouping of items that formed the factor Professional Development. A comparison of factor scores among the eight programs, using the Kruskal-Wallis test, identified both similarities and differences. Pharmacy and Biomedicine exhibited similar scores, whereas Physiotherapy students demonstrated the highest agreement with the factor, while Medicine students showed the lowest levels of agreement. The analysis of Enade test items revealed that although interprofessional collaboration was present in the 2016 and 2019 test matrices, few items directly addressed these competencies. Textual analysis conducted with IraMuTeQ software, using CHD, identified three thematic categories: Clinical Aspects, which included Physiotherapy, Medicine, and Dentistry; Contextual Aspects, which included Nursing and Speech Therapy; and Laboratory Aspects, which included Biomedicine, Pharmacy, and Nutrition. Correspondence Factor Analysis identified the terms most frequently associated with each program, as well as the intersections between specific and shared knowledge. The classification of these categories provided a more detailed understanding of the associations between words and programs, highlighting connections that enhance collaborative practice. In the qualitative experiential phase, data were analyzed concerning pedagogical methods, course themes, and the development of collaborative competencies and ethical-aesthetic-political health projects. The study identified elements of Project-Based Learning (PBL) and Critical Pedagogy as foundational to the course's instructional approach. The themes addressed had a transversal nature, promoting student integration through the creation of artistic and creative artifacts, such as visual arts, poetry, and theater. These products were developed based on students' experiences and represented specific cultural aspects. Examples included the Popular Health Dictionary, which translated biomedical terms into accessible language, and media productions focused on disseminating health-related educational and informative content via digital platforms. The collaborative competencies developed in the course reflected a critical and reflexive perspective on health practices, supporting the training of professionals prepared to work in interprofessional and socioculturally diverse environments. Conclusions: The findings of this research contribute to the debate on the inclusion of IPE dimensions in educational assessment, emphasizing the importance of health education aligned with interprofessional demands and SUS needs. Expanding the assessment dimensions and incorporating interprofessional collaborative competencies into national student evaluation may foster improvements in health education, promoting an educational model aligned with IPE principles, SUS guidelines, and the DCN for health-related programs. In this regard, assessment can serve as an instrument for driving curricular changes, encouraging pedagogical practices that promote collaboration among different health professions. This approach would enhance the collaborative and integrated training of students, supporting the implementation of IPE in undergraduate health programs.

COMMITTEE MEMBERS:
Externo à Instituição - MARION CREUTZBERG - PUC - RJ
Externo à Instituição - CRISTIANO GIL REGIS - UFAC
Presidente - 6465794 - DIANA LUCIA MOURA PINHO
Externa ao Programa - 1509363 - ELIZABETH QUEIROZ - nullExterna ao Programa - 2739901 - GIRLENE RIBEIRO DE JESUS - null