O desafio em entender, avaliar e fornecer feedback em regulação durante aprendizagem em grupo

Autores

DOI:

https://doi.org/10.15448/1980-6108.2021.1.39294

Palavras-chave:

Aprendizagem em grupo, Feedback, Regulação durante a aprendizagem, Regulação Social

Resumo

Aprendizagem em grupo é muito utilizada no ensino dos profissionais de saúde tanto na parte acadêmica quanto na parte clínica. Há um crescente reconhecimento de que a regulação durante aprendizagem é essencial para o indivíduo e em grupo. Os autores deste artigo propõem um modelo prático para entender, avaliar e fornecer feedback em regulação durante a aprendizagem em grupo. Esse modelo é baseado por estudos publicados em outras áreas de educação, sendo composto por três variações de regulação durante aprendizagem em grupo, a saber, individual, corregulação e regulação compartilhada. Cada variação de regulação foca em três atividades essenciais durante a aprendizagem em grupo: tarefa, social e motivacional. Cenários ilustrativos são apresentados para descrever como esse modelo pode ser utilizado em ensino em saúde. O foco específico e adicional em regulação pode melhorar práticas de feedback em aprendizagem em grupos e os autores discutem recomendações para implementações práticas assim como pesquisas futuras.

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Biografia do Autor

John Sandars, Edge Hill University (EHU), Ormskirk, Lancashire, LS, United Kingdom.

MD from University of Manchester, Manchester, UK; Professor of Medical Education, Edge Hill University Medical School, Ormskirk, UK.

Dario Cecilio-Fernandes, Universidade Estadual de Campinas (Unicamp), Campinas, SP, Brazil.

PhD from the University of Groningen, Groningen, Netherlands; researcher in the Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Brazil.

Roghayeh Gandomkar, Tehran University of Medical Sciences, Tehran, THR, Iran.

PhD from Tehran University of Medical Sciences, Tehran, Iran; Assistant Professor, Department of Medical Education, Tehran University of Medical Sciences, Tehran, Iran.

Rakesh Patel, University of Nottingham (UON), Nottingham, NG, United Kingdom.

MD from University of Leicester, Leicester, UK; Clinical Associate Professor of Medical Education, University of Nottingham, UK and honorary consultant nephrologist, Nottingham University Hospitals NHS Trust, UK.

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Publicado

2021-03-25

Como Citar

Sandars, J., Cecilio-Fernandes, D. ., Gandomkar, R. ., & Patel, R. . (2021). O desafio em entender, avaliar e fornecer feedback em regulação durante aprendizagem em grupo. Scientia Medica, 31(1), e39294. https://doi.org/10.15448/1980-6108.2021.1.39294

Edição

Seção

Educação em Ciências da Saúde