Avaliação da aprendizagem em Farmacologia a partir de questões formuladas para compor um aplicativo educacional.

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Bibliographic Details
Title:	Avaliação da aprendizagem em Farmacologia a partir de questões formuladas para compor um aplicativo educacional.
Alternate Title:	Evaluation of learning in pharmacology from questions formulated to compose an educational application.
Authors:	Dantas Martins, Thiago¹, Fernandes de Araújo, Sérgio Ricardo²
Source:	Revista de Medicina e Saúde de Brasília. Mai-Ago2018, Vol. 7 Issue 2, p300-309. 10p.
Abstract (English):	Objective: to train the students to formulate the questions to compose an educational mobile application, to expand possibilities for appropriate formatting of the questionnaire to elaborate questions, to build a question database, initially on antibiotics, and to stimulate proactivity. Finally, and fundamentally, analyze the degree of cognitive gain of the question formulation team. Method: from the formulation of questions on antibiotics, three students were evaluated during three meetings, both from the respective questions elaborated, as well as through the application of a test elaborated by a 4th student. Results: evaluating the questions by determined criteria and the number of correct answers of the test, it was shown that there was an increasing cognitive gain of the team, although the relation of contents, elimination of alternatives and the coherence of the arguments presented in the resolutions suggested a tenuous factor. They also obtained a better understanding about the use of antibiotics and also extended the perspective of a new concept of teacher's assistant position and selflearning. Conclusion: it is understood that the research project met expectations in order to put into practice the arduous task of learning Pharmacology, with a consequent consolidation of questions for the purpose in question (construction of an App). Although project appropriation is considered salutary, the small number of students involved and the not large number of formulated items are considered limiting points. [ABSTRACT FROM AUTHOR]
Abstract (Portuguese):	Objetivo: capacitar os discentes para a formulação de questões em Farmacologia para compor um aplicativo móvel educacional, ampliar possibilidades para adequada formatação do questionário de elaboração de questões, construir um banco de perguntas, inicialmente sobre antibióticos, e estimular a proatividade. Por fim, e fundamentalmente, analisar o grau de ganho cognitivo da equipe de elaboração de questões. Método: a partir da formulação de questões sobre antibióticos, três estudantes foram avaliados durante três encontros, tanto a partir das respectivas questões elaboradas, como também através da aplicação de uma prova-teste elaborada por um quarto discente. Resultados: avaliando as questões por critérios determinados e o número de acertos do teste, mostrou-se que houve crescente ganho cognitivo da equipe, embora a relação de conteúdo, eliminação de alternativas e a coerência dos argumentos apresentados nas resoluções sugestionaram um fator tênue. Outrossim, obtiveram melhor compreensão sobre o uso dos antibióticos e, igualmente, ampliaram a perspectiva de novo conceito de monitoria e autoaprendizado. Conclusão: entende-se que o projeto de pesquisa atendeu às expectativas no sentido de por em prática a árdua tarefa de aprendizagem de Farmacologia, com consequente consolidação de questões para o fim apreendido (construção de um App). Embora a apropriação do entorno do projeto seja considerado salutar, o pequeno número de discentes envolvido e o não tão amplo número de itens formulados são considerados pontos limitadores. [ABSTRACT FROM AUTHOR]
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Database:	MedicLatina

Description
Abstract:	Objective: to train the students to formulate the questions to compose an educational mobile application, to expand possibilities for appropriate formatting of the questionnaire to elaborate questions, to build a question database, initially on antibiotics, and to stimulate proactivity. Finally, and fundamentally, analyze the degree of cognitive gain of the question formulation team. Method: from the formulation of questions on antibiotics, three students were evaluated during three meetings, both from the respective questions elaborated, as well as through the application of a test elaborated by a 4th student. Results: evaluating the questions by determined criteria and the number of correct answers of the test, it was shown that there was an increasing cognitive gain of the team, although the relation of contents, elimination of alternatives and the coherence of the arguments presented in the resolutions suggested a tenuous factor. They also obtained a better understanding about the use of antibiotics and also extended the perspective of a new concept of teacher's assistant position and selflearning. Conclusion: it is understood that the research project met expectations in order to put into practice the arduous task of learning Pharmacology, with a consequent consolidation of questions for the purpose in question (construction of an App). Although project appropriation is considered salutary, the small number of students involved and the not large number of formulated items are considered limiting points. [ABSTRACT FROM AUTHOR]
ISSN:	22385339