Student performance: tutor influences

• Grant number: 17/19474-3
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: December 01, 2017
• End date: May 31, 2019
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Sílvia Franco da Rocha Tonhom
• Grantee: Fabrício Luz Cardoso
• Host Institution: Faculdade de Medicina de Marília (FAMEMA). Secretaria de Desenvolvimento Econômico (São Paulo - Estado). Marília , SP, Brazil

Abstract

In institutions whose teaching model is active methodologies: such as PBL - Problem-based learning or ABP - Problem-based learning and Problematization, evaluation is an essential part of the teaching-learning process and is continually carried out by academics and tutors / Facilitators in the most diverse scenarios that compose the graduation. At FAMEMA - Marília Medical School, in addition to the verbal evaluation at the end of each activity, the so-called "Evaluation Formats" are used as a tool for evaluating the performance of tutors / facilitators and academics, as well as for evaluation Learning resources, institutional resources such as laboratories, library and organization of both the Professional Practice Unit (UPP / LPP) and the Systematized Educational Unit (UES). We identified the need to carry out studies in order to verify if the relationship between tutors and students is related to the performance of the students during the teaching-learning process. Thus, we intend to conduct interviews with students who are attending 1st to 4th grade medical and 1st and 2nd year nursing courses in 2017 and with tutors with at least two years of experience. The analysis of data will be through content analysis in the thematic modality proposed by Minayo. (AU)