VITOR MAIA TELES RUFFINI
Índice h a partir de 2011
2
Projetos de Pesquisa
Unidades Organizacionais
Instituto Central, Hospital das Clínicas, Faculdade de Medicina - Médico
4 resultados
Resultados de Busca
Agora exibindo 1 - 4 de 4
- Estrutura do Programa em Treinamento de Docência na Residência: Residente como Professor(2019) FEIJÓ, Lorena Pinho; FAKHOURI FILHO, Saadallah Azor; RUFFINI, Vitor Maia Teles; NUNES, Maria do Patrocínio Tenório; AUGUSTO, Kristopherson LustosaABSTRACT Introduction In medical residency, residents play the dual role of teachers and learners. Training programs aiming at teaching residents how to become teachers are being implemented around the world and are referred to as ‘Resident as teacher’ (RaT) programs. According to the National Curricular Guidelines of the Medical Undergraduate Course, one can learn to establish educational goals and competence matrix, as well as skills such as communication, empathy, mediation of conflicts, among others. The implementation of these programs should be based on the understanding of the context of each medical residency where they are to be included and the residents should also know the potential of each scenario of their specialty to promote an effective teaching. Objective The objective of the study was the development of the structure of a Teaching Training Program (Resident as Teacher) divided into modules and detailed with their respective bibliographical references. Method a literature review was performed on medical education and some methods were tested in a practice scenario during a master’s degree dissertation, using the SNAPPS technique, and during a doctoral thesis presentation using the OMP technique. Outcome A Teaching Training Program was built in medical residencies based on the positive results found in the medical education literature. It is proposed that each module has a duration of approximately one month, with activities lasting one shift per week. The format of the discussion may vary with each specialty and with the number of residents in each program. It is suggested that a flipped classroom situation be carried out, sending the bibliographic reference of support on the subjects to the residents by email one week before the completion of each module. Several activities can be implemented in each module to consolidate the studied material. Conclusion After structuring a script to be implemented by the residency programs in Brazil, residents are expected to more effectively play the role that many already exercise in practice and that the level of learning of undergraduate and internship students consequently improves.
- Virtual visits to inpatients by their loved ones during COVID-19(2020) RIOS, Izabel Cristina; CARVALHO, Ricardo Tavares de; RUFFINI, Vitor Maia Teles; MONTAL, Amanda Cardoso; HARIMA, Leila Suemi; CRISPIM, Douglas Henrique; ARAI, Lilian; PERONDI, Beatriz; MORAIS, Anna Miethke; ANDRADE, Andrea Janaina de; BONFA, Eloisa Silva Dutra de Oliveira
- Contributions of residents from multiple specializations in managing the COVID-19 pandemic in the largest public hospital Brazil(2020) BAPTISTA, Fabiola Vieira Duarte; AGUIAR, Marilia Ribeiro de Azevedo; MOREIRA, Joanne Alves; SOUSA, Felipe Carvalho Barros; PLENNS, Glauco Cabral Marinho; SIMAO, Raif Restivo; RUFFINI, Vitor Maia Teles; LIN, Chin An; NUNES, Maria do Patrocinio Tenorio
- Effectiveness of a SNAPPS in psychiatric residents assessed using objective structured teaching encounters: a case-control study(2023) FEIJO, Lorena Pinho; PEREIRA, Guilherme Abreu; RUFFINI, Vitor Maia Teles; VALENTE, Fernando Salvetti; SANTOS, Renato Antunes dos; FAKHOURI FILHO, Saadallah Azor; NUNES, Maria do Patrocinio Tenorio; AUGUSTO, Kristopherson LustosaBACKGROUND: Residents play the role of teachers in almost one-quarter of their activities in residency programs.OBJECTIVE: To evaluate whether a 45-minute class using summarize, narrow, analyze, probe, plan, and select (SNAPPS) could improve psychiatry residents'case discussion skills in diverse practical learning settings.DESIGN AND SETTING: This case-control, randomized, blinded study was conducted in a psychiatry hos-pital at Fortaleza-Ceara. METHODS: Using ""resident as teacher"" (RaT), objective structured teaching encounters (OSTEs), and SNAPPS, we conducted a study with 26 psychiatry residents. We analyzed video footage of psychiatric cas-es in three settings: outpatient, nursing, and emergency. An intervention was held two months later with the residents, who were then assigned to two groups: group A (lecture on SNAPPS) and group B (lecture on a topics in psychiatry). Shortly after the lectures, they were video recorded while discussing the same cases. Three blinded examiners analyzed the videos using an instrument based on the Stanford Faculty Development Program (SFDP-26).RESULTS: We found high internal consistency among external examiners and an interaction effect, group effect, and moment effect (P < 0.05). The residents who received the SNAPPS lecture scored significantly higher than their counterparts who received a traditional case presentation.CONCLUSION: This study indicates the efficacy of SNAPPS over traditional case presentation in all three settings as assessed by OSTEs and supports its implementation to improve the teaching of clinical reasoning.