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Supervisão pedagógica no ensino de osteopatia - Trabalho colaborativo
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| 1.45 MB | Adobe PDF |
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Abstract(s)
Este estudo emerge da necessidade de analisar e compreender a supervisão pedagógica no
ensino de Osteopatia em Portugal, a satisfação pela qualidade de ensino pela perceção dos
estudantes e dos professores nas escolas de ensino osteopático. Neste contexto, aborda a
supervisão pedagógica na clínica osteopática dentro da instituição, no último ano de curso
de Osteopatia. O estudo pretende encontrar algumas respostas sobre satisfação de
qualidade de ensino. Quais foram os fatores que influenciam o ambiente de aprendizagem
(prática reflexiva, comunicação/ relacionamento profissional, colaboração) quais foram os
modelos de supervisão aplicados no ensino de Osteopatia. Adotamos uma metodologia de
investigação centrada num estudo de caso de natureza essencialmente qualitativa, de modo
a estudarmos em profundidade duas escolas da mesma instituição Instituto de Técnicas de
Saúde (ITS) no Porto e Lisboa. A informação foi recolhida através de vários instrumentos:
questionário on- line através de formulários destinados para estudantes e para professores;
observação direta e análise documental. Amostra do estudo: os participantes estudantes
finalistas do ITS do Porto e Lisboa, e os docentes da mesma instituição. Após a recolha e
análise de dados concluímos que os resultados do estudo revelaram o benefício do trabalho
colaborativo na aprendizagem dos alunos durante o estágio profissional. Entre as
conclusões do nosso estudo, salienta-se que a perceção dos estudantes de ITS sobre a
qualidade de ensino de Osteopatia revelou ser muito positiva, as práticas reflexivas dos
professores e dos estudantes promoveram o desenvolvimento profissional. Os métodos de
supervisão mais usados foram o modelo de supervisão clínica e o modelo misto. O perfil
do supervisor na perceção dos estudantes influencia no ambiente de aprendizagem.
Suporte, acessibilidade e bom relacionamento foram considerados cruciais na supervisão
clinica. O relacionamento profissional eficaz entre mentor e estudante é de vital
importância para experiência de aprendizagem e desenvolvimento profissional do
estudante.
This study stems from the need to analyze and understand pedagogical supervision in osteopathic education in Portugal, satisfaction of quality of education by the perception of students and tutors in the professional osteopathic school. This study aims at reaching some answers about the, satisfaction of quality of education by the perception of students and tutors; facilitation factors for learning environment (reflexive work practice, communication skills/ professional relationship, collaborative learning); and applicability of supervision models for education in Osteopathy. We have adopted a research methodology centered in a Case Study of qualitative nature, in order to deeply study two schools of the same institution Instituto de Técnicas de Saude (ITS) in Lisbon and Oporto. Several instruments have been used to gather the information: direct observation, questionnaire, students and tutors were asked to complete an electronic survey and analysis of documents. Participants were students finalist of Oporto and Lisbon from ITS and tutors from the same institution. Among the conclusions of our Case Study, its stand what a perception of a quality of osteopathic education in the ITS was very positive. Reflective work practices promote professional development for both students and supervisors. The clinical supervision model and mixed model these were the methods used by the supervisors. Supervisors profile influents the environment of the processes of learning by the perception of students. The support accessibility and good relationship were considered as crucial for clinical supervision. The effectiveness of professional mentor-student relationship has a vital importance for student learning experience and professional development.
This study stems from the need to analyze and understand pedagogical supervision in osteopathic education in Portugal, satisfaction of quality of education by the perception of students and tutors in the professional osteopathic school. This study aims at reaching some answers about the, satisfaction of quality of education by the perception of students and tutors; facilitation factors for learning environment (reflexive work practice, communication skills/ professional relationship, collaborative learning); and applicability of supervision models for education in Osteopathy. We have adopted a research methodology centered in a Case Study of qualitative nature, in order to deeply study two schools of the same institution Instituto de Técnicas de Saude (ITS) in Lisbon and Oporto. Several instruments have been used to gather the information: direct observation, questionnaire, students and tutors were asked to complete an electronic survey and analysis of documents. Participants were students finalist of Oporto and Lisbon from ITS and tutors from the same institution. Among the conclusions of our Case Study, its stand what a perception of a quality of osteopathic education in the ITS was very positive. Reflective work practices promote professional development for both students and supervisors. The clinical supervision model and mixed model these were the methods used by the supervisors. Supervisors profile influents the environment of the processes of learning by the perception of students. The support accessibility and good relationship were considered as crucial for clinical supervision. The effectiveness of professional mentor-student relationship has a vital importance for student learning experience and professional development.
Description
Keywords
Supervisão Desenvolvimento Profissional Trabalho Colaborativo Modelo Clínico Osteopatia Supervision Professional Development Collaborative Work SupervisionModel Osteopathy.