Dialogic competence: performing assessment on integrated curriculum

Abstract

The world of work has undergone several changes, which has determined modifications in the professional qualification. In the undergraduate level, the courses of Medicine and Nursing at Famema established the dialogical approach of competence, seeking to develop the cognitive psychomotor affective attributes, in a combined manner. The purpose is to evaluate how the facilitators perform the activities of the Professional Practice Unit of the second year in practice scenarios, considering the achievements proposed in the year. It was adopted a qualitative approach with 18 facilitators. Data were collected in two phases, through narrative, having the achievements as a parameter and it has been carried out the content analysis, in the thematic modality. It is noticed that the students showed a greater degree of mastery over the series in the individual care area of competence compared to the collective care area and management. The construction of autonomy and mastery of the performances during the school year for the student is closely linked to the dialogical movement of the curriculum for competence, made up by the teacher and the preceptor during activities. Among the strategies proposed for the development of performance there are: the reflective portfolio, the home visits with follow-up of facilitators, the activity with teams of health facilities and in the laboratory the simulation practice. The training focused on the development of the integrated curriculum and on the dialogical framework ofcompetence , proposes a system of evaluation and continuing education actions to ensure, the curriculum assumptions that extend the practice of care. Investigations conducted with the participants should be expanded, considering changes that are favored by this assessment in the
curricular organization.