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  • 1
    Online Resource
    Online Resource
    Bristol University Press ; 2019
    In:  Voluntary Sector Review Vol. 10, No. 1 ( 2019-03), p. 93-94
    In: Voluntary Sector Review, Bristol University Press, Vol. 10, No. 1 ( 2019-03), p. 93-94
    Type of Medium: Online Resource
    ISSN: 2040-8056 , 2040-8064
    Language: Unknown
    Publisher: Bristol University Press
    Publication Date: 2019
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  • 2
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2019
    In:  VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations Vol. 30, No. 1 ( 2019-2), p. 284-285
    In: VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, Springer Science and Business Media LLC, Vol. 30, No. 1 ( 2019-2), p. 284-285
    Type of Medium: Online Resource
    ISSN: 0957-8765 , 1573-7888
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2019
    detail.hit.zdb_id: 2019268-X
    SSG: 3,4
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  • 3
    Online Resource
    Online Resource
    SAGE Publications ; 2019
    In:  Critical Social Policy Vol. 39, No. 3 ( 2019-08), p. 502-504
    In: Critical Social Policy, SAGE Publications, Vol. 39, No. 3 ( 2019-08), p. 502-504
    Type of Medium: Online Resource
    ISSN: 0261-0183 , 1461-703X
    Language: English
    Publisher: SAGE Publications
    Publication Date: 2019
    detail.hit.zdb_id: 2057734-5
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  • 4
    Online Resource
    Online Resource
    Springer Science and Business Media LLC ; 2019
    In:  VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations Vol. 30, No. 5 ( 2019-10), p. 1195-1195
    In: VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, Springer Science and Business Media LLC, Vol. 30, No. 5 ( 2019-10), p. 1195-1195
    Type of Medium: Online Resource
    ISSN: 0957-8765 , 1573-7888
    Language: English
    Publisher: Springer Science and Business Media LLC
    Publication Date: 2019
    detail.hit.zdb_id: 2019268-X
    SSG: 3,4
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  • 5
    Online Resource
    Online Resource
    Annual Reviews ; 2016
    In:  Annual Review of Sociology Vol. 42, No. 1 ( 2016-07-30), p. 121-142
    In: Annual Review of Sociology, Annual Reviews, Vol. 42, No. 1 ( 2016-07-30), p. 121-142
    Abstract: US higher education has enjoyed growing attention from social scientists and historians. We integrate recent scholarship by framing a political and historical sociology of the sector. We show how higher education has been central to projects of nation building and social provision throughout the course of American political development. US higher education has three institutional configurations: an associational one, defined by voluntary intermural organizations; a national service one, defined by massive government patronage; and a market one, defined by competition for students, patrons, and prestige. Continuity and change over time may be understood with the theoretical tools of historical sociology: path dependence, coalescence, and robust action. Our review substantiates assertions of deep turbulence in US higher education at present and calls for a closer integration of scholarship on state building and social stratification to inform the future. [ Erratum ]
    Type of Medium: Online Resource
    ISSN: 0360-0572 , 1545-2115
    URL: Issue
    RVK:
    Language: English
    Publisher: Annual Reviews
    Publication Date: 2016
    detail.hit.zdb_id: 1467608-4
    detail.hit.zdb_id: 751406-2
    SSG: 3,4
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  • 6
    Online Resource
    Online Resource
    FapUNIFESP (SciELO) ; 2016
    In:  Estudos Avançados Vol. 30, No. 87 ( 2016-08), p. 213-234
    In: Estudos Avançados, FapUNIFESP (SciELO), Vol. 30, No. 87 ( 2016-08), p. 213-234
    Abstract: abstract Climate change is considered one of the greatest global challenges in the 21st century. China, as a giant player in terms of territory, population and absolute emission of greenhouse gases, is a key country in international climate politics. Its position is fundamental for the design of the future agreement that will replace the Kyoto Protocol and regulate human action on Earth's climate system, ensuring the continuity of the international decisions that build the climate change environmental order. Advocating the principle of "common but differentiated responsibilities," China has established its position as one of the leading players of this new order since the beginning, with the signature of the Climate Change Convention in 1992. This article starts from the argument that China's position in international climate change negotiations, although very participative and fundamental to the global decisions on the issue, is defined in terms of developmental interest of the Chinese State. During the negotiations of these conferences, China acted as a leader of the Group of 77 and in defense of its own interests, trying to guarantee its differentiated responsibilities and its classification as a developing country, avoiding to compromise its domestic interests of economic development. The last Climate Change Conference, in Lima, in 2014, maintained the principle of differentiated responsibility, reinforcing the Chinese national interest, even though it established that each country should present its own voluntary emission reduction goals.
    Type of Medium: Online Resource
    ISSN: 0103-4014
    RVK:
    Language: Unknown
    Publisher: FapUNIFESP (SciELO)
    Publication Date: 2016
    detail.hit.zdb_id: 2081696-0
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  • 7
    Online Resource
    Online Resource
    San Beda University ; 2023
    In:  Scientia - The International Journal on the Liberal Arts Vol. 12, No. 1 ( 2023-03-31), p. 44-61
    In: Scientia - The International Journal on the Liberal Arts, San Beda University, Vol. 12, No. 1 ( 2023-03-31), p. 44-61
    Abstract: This article aims to 1) explore how retired academics experienced work-to-retirement transition and 2) offer insights that can be applied in addressing its potential opportunities and challenges. Toward this end, we conducted face-to-face interviews with retirees (n=7) from a comprehensive private university in Manila, Philippines. The descriptive phenomenological method surfaced a general psychological meaning structure depicting the participants' collective work experiences to retirement transition. Moreover, it identified three distinct but interrelated elements of the retirement phenomenon: moving on, passing time, and coming on stage. This paper contributes and supports accumulated empirical knowledge on the work-to-retirement transition that can be helpful for individuals preparing for or transitioning into retirement.References April, Kurt A., Babar Dharani, and Kai Peters. “Impact of Locus of Control Expectancy on Level of Wellbeing.” Rev. Eur. Stud. 4 (2012): 124.Atchley, Robert C. “A Continuity Theory of Normal Aging.” The Gerontologist 29, no. 2 (1989): 183-190.Avlund, Kirsten, Rikke Lund, Bjørn E. Holstein, and Pernille Due. “Social Relations as a Determinant of Onset of Disability in Aging.” Archives of Gerontology and Geriatrics 38, no. 1 (2004): 85-99.Barbosa, Leonardo Martins, Bárbara Monteiro, and Sheila Giardini Murta. “Retirement Adjustment Predictors—A Systematic Review.” Work, Aging and Retirement 2, no. 2 (2016): 262-280.Bauger, Lars. “Developing Wellbeing as One Grows Older: A Mixed-Method Study.” (2020).Bauger, Lars, and Rob Bongaardt. “Structural Developmental Psychology and Health Promotion in the Third Age.” Health Promotion International 33, no. 4 (2018): 686-694.Bauger, Lars, and Rob Bongaardt. “The Lived Experience of Wellbeing in Retirement: A Phenomenological Study.” International Journal of Qualitative Studies on Health and Wellbeing 11, no. 1 (2016): 33110.Behncke, Stefanie. “Does Retirement Trigger Ill Health?” Health Economics 21, no. 3 (2012): 282-300.Birkett, Holly, Fiona Carmichael, and Joanne Duberley. “Activity in the Third age: Examining the Relationship Between Careers and Retirement Experiences.” Journal of Vocational Behavior 103 (2017): 52-65.Bonsang, Eric, Stéphane Adam, and Sergio Perelman. “Does Retirement Affect Cognitive Functioning?” Journal of Health Economics 31, no. 3 (2012): 490-501.Butrica, Barbara A., and Simone G. Schaner. “Satisfaction and Engagement in Retirement.” (2005).Conroy, Samantha, Danny Franklin, and Anne M. O’Leary-Kelly. “Turmoil or Opportunity? Retirement and Identity-Related Coping.” (2014).Dave, Dhaval, Inas Rashad, and Jasmina Spasojevic. “The Effects of Retirement on Physical and Mental Health Outcomes.” Southern Economic Journal 75, no. 2 (2008): 497-523.Dorfman, Lorraine T., and Douglas C. Kolarik. “Leisure and the Retired Professor: Occupation Matters.” Educational Gerontology 31, no. 5 (2005): 343-361.Earl, Joanne K. “The Contribution of Spirituality to the Process of Retirement.” Journal of Management, Spirituality and Religion 7, no. 3 (2010): 223-240.Ekerdt, David J., and Catheryn Koss. “The Task of Time in Retirement.” Ageing & Society 36, no. 6 (2016): 1295-1311.Ekerdt, David J., and Evelyn Clark. “Selling Retirement in Financial Planning Advertisements.” Journal of Aging Studies 15, no. 1 (2001): 55-68.Eibich, Peter. “Understanding the Effect of Retirement on Health: Mechanisms and Heterogeneity.” Journal of Health Economics 43 (2015): 1-12.Fehr, R. “Is Retirement Always Stressful.” Potential Impact Creativity (2012).Feldman, Daniel C. “Feeling Like it is Time to Retire: A Fit Perspective on Early Retirement Decisions.” (2013).Freund, Alexandra M., and Paul B. Baltes. “Selection, Optimization, and Compensation as Strategies of Life Management: Correlations with Subjective Indicators of Successful Aging.” Psychology and Aging 13, no. 4 (1998): 531.Gabriel, Zahava, and A. N. N. Bowling. “Quality of Life from the Perspectives of Older People.” Ageing & Society 24, no. 5 (2004): 675-691.Gall, Terry L., David R. Evans, and John Howard. “The Retirement Adjustment Process: Changes in the Wellbeing of Male Retirees Across Time.” The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 52, no. 3 (1997): P110-P117.Giorgi, Amedeo. Psychology as a Human Science: A Phenomenologically Based Approach. University Professors Press, 2020.Giorgi, Amedeo. The Descriptive Phenomenological Method in Psychology: A Modified Husserlian Approach. Duquesne University Press, 2009.Giorgi, Amedeo. “The Theory, Practice, and Evaluation of the Phenomenological Method as a Qualitative Research Procedure.” Journal of Phenomenological Psychology 28, no. 2 (1997): 235-260.Goodman, Jane, Nancy K. Schlossberg, and Mary L. Anderson. Counseling Adults in Transition: Linking Practice with Theory. Springer Publishing Co, 2006.Gorry, Aspen, Devon Gorry, and Sita Nataraj Slavov. “Does Retirement Improve Health and Life Satisfaction?” Health Economics 27, no. 12 (2018): 2067-2086.Hansson, Isabelle, Sandra Buratti, Boo Johansson, and Anne Ingeborg Berg. “Beyond Health and Economy: Resource Interactions in Retirement Adjustment.” Aging & Mental Health 23, no. 11 (2019): 1546-1554.Heaven, B. E. N., Laura JE Brown, Martin White, Linda Errington, John C. Mathers, and Suzanne Moffatt. “Supporting Wellbeing in Retirement Through Meaningful Social Roles: Systematic Review of Intervention Studies.” The Milbank Quarterly 91, no. 2 (2013): 222-287.Hedge, Jerry W., Walter C. Borman, and Steven E. Lammlein. The Aging Workforce: Realities, Myths, and Implications for Organizations. Washington, DC: American Psychological Association, 2006.Henning, Georg, Magnus Lindwall, and Boo Johansson. “Continuity in Wellbeing in the Transition to Retirement.” GeroPsych (2016).Henkens, Kène, Hendrik P. Van Dalen, David J. Ekerdt, Douglas A. Hershey, Martin Hyde, Jonas Radl, Hanna Van Solinge, Mo Wang, and Hannes Zacher. “What We Need to Know About Retirement: Pressing Issues for the Coming Decade.” The Gerontologist 58, no. 5 (2018): 805-812.Hernaes, Erik, Simen Markussen, John Piggott, and Ola L. Vestad. “Does Retirement Age Impact Mortality?” Journal of Health Economics 32, no. 3 (2013): 586-598.Hoxha, Agron. “Psychological Factors Influencing Adjustment to Retirement.” Prizren Social Science Journal 3, no. 3 (2019): 22-31.Hyyppä, Markku T., and Juhani Mäki. “Social Participation and Health in a Community Rich in Stock of Social Capital.” Health Education Research 18, no. 6 (2003): 770-779.Insler, Michael. “The Health Consequences of Retirement.” Journal of Human Resources 49, no. 1 (2014): 195-233.Johnston, David W., and Wang-Sheng Lee. “Retiring to the Good Life? The Short-Term Effects of Retirement on Health.” Economics Letters 103, no. 1 (2009): 8-11. Kim, Jungmeen E., and Phyllis Moen. “Is Retirement Good or Bad for Subjective Wellbeing?” Current Directions in Psychological Science 10, no. 3 (2001): 83-86.Kloep, Marion, and Leo B. Hendry. “Pathways into Retirement: Entry or Exit?” Journal of Occupational and Organizational Psychology 79, no. 4 (2006): 569-593.Koenig, Harold G., and Harvey J. Cohen, eds. The Link Between Religion and Health: Psychoneuroimmunology and the Faith Factor. Oxford University Press, 2002.Löckenhoff, Corinna E. “Understanding Retirement: The Promise of Lifespan Developmental Frameworks.” European Journal of Ageing 9, no. 3 (2012): 227-231.McLeod, Saul. “Erik Erikson’s Stages of Psychosocial Development.” Simply Psychology 3 (2018).McLeod, Saul. “Erik Erikson.” (2013).Moen, Phyllis. “A Life Course Perspective on Retirement, Gender, and Wellbeing.” Journal of Occupational Health Psychology 1, no. 2 (1996): 131.Moon, J. Robin, M. Maria Glymour, S. V. Subramanian, Mauricio Avendaño, and Ichiro Kawachi. “Transition to Retirement and Risk of Cardiovascular Disease: Prospective Analysis of the US Health and Retirement Study.” Social Science & Medicine 75, no. 3 (2012): 526-530.Morrow-Howell, Nancy, Susan Kinnevy, and Marylen Mann. “The Perceived Benefits of Participating in Volunteer and Educational Activities.” Journal of Gerontological Social Work 32, no. 2 (1999): 65-80.Osborne, John W. “Psychological Effects of the Transition to Retirement.” Canadian Journal of Counselling and Psychotherapy 46, no. 1 (2012): 45-58.Payne, Geoff, and Malcolm Williams. “Generalization in Qualitative Research.” Sociology 39, no. 2 (2005): 295-314.Pinquart, Martin, and Ines Schindler. “Changes of Life Satisfaction in the Transition to Retirement: A Latent Class Approach.” Psychology and Aging 22, no. 3 (2007): 442.Reynolds, Frances, Alexandra Farrow, and Alison Blank. “Otherwise, It Would Be Nothing but Cruises: Exploring the Subjective Benefits of Working Beyond 65.” International Journal of Ageing and Later Life 7, no. 1 (2012): 79-106.Rosenkoetter, Faan Marlene M. “So, You Are Gonna Retire: Hit You “Now What?” Button” Plan, Talk, Re-tire. Life Rich Publishing (2016).Rosenthal, Doreen, and Susan Moore. The Psychology of Retirement. Routledge, 2018.Ryan, Richard. M., & Deci, Edward, L. “On Happiness and Human Potentials: A Review of Research on Hedonic and Eudemonic Wellbeing.” Annual Review of Psychology, 52(1), 141-166. 2001.Ryff, Carol D. “Psychological Wellbeing Revisited: Advances in the Science and Practice of Eudaimonia.” Psychotherapy and Psychosomatics 83, no. 1 (2014): 10-28.Schlossberg, Nancy K. “Retire Smart, Retire Happy: Finding Your True Path.” (2004).Sewdas, Ranu, Astrid De Wind, Lennart GL Van Der Zwaan, Wieke E. Van Der Borg, Romy Steenbeek, Allard J. Van Der Beek, and Cécile RL Boot. “Why Older Workers Work Beyond the Retirement Age: A Qualitative Study.” BMC Public Health 17, no. 1 (2017): 1-9.Shim, Matthew J., David Gimeno, Sandi L. Pruitt, Christopher B. McLeod, Margaret J. Foster, and Benjamin C. Amick. “A Systematic Review of Retirement as a Risk Factor for Mortality.” Applied Demography and Public Health (2013): 277-309.Shultz, Kenneth S., and Mo Wang. “Psychological Perspectives on the Changing Nature of Retirement.” American Psychologist 66, no. 3 (2011): 170.Singh-Manoux, Archana, Nancy E. Adler, and Michael G. Marmot. “Subjective Social Status: Its Determinants and Its Association with Measures of Ill-health in the Whitehall II Study.” Social Science & Medicine 56, no. 6 (2003): 1321-1333.Skerrett, Patrick J. “Is Retirement Good for Health or Bad for It.” (2012).Smith, Deborah B., and Phyllis Moen. “Retirement Satisfaction for Retirees and Their Spouses: Do Gender and the Retirement Decision-Making Process Matter?” Journal of Family Issues 25, no. 2 (2004): 262-285.Spirling, Shauna. “Psychosocial Development and Well-being in Retirement: The Relationship Between Generativity, Ego Integrity, and Regret Among Canadian Retirees.” (2019).Smith, Deborah B. “Volunteering in Retirement: Perceptions of Midlife Workers.” Nonprofit and Voluntary Sector Quarterly 33, no. 1 (2004): 55-73.Szinovacz, Maximiliane E. “Contexts and Pathways: Retirement as Institution, Process, and Experience.” Retirement: Reasons, Processes, and Results 6 (2003): 52.Van der Heide, Iris, Rogier M. van Rijn, Suzan JW Robroek, Alex Burdorf, and Karin I. Proper. “Is Retirement Good for Your Health? A Systematic Review of Longitudinal Studies.” BMC Public Health 13, no. 1 (2013): 1-11.Van Manen, Max. Phenomenology of Practice: Meaning-Giving Methods in Phenomenological Research and Writing. Routledge, 2016.Van Manen, Max. (2016). Researching Lived Experience: Human Science for an Action- Sensitive Pedagogy. Routledge. Van Solinge, Hanna. “Adjustment to Retirement.” (2013).Van Solinge, Hanna, and Kène Henkens. “Adjustment to and Satisfaction with Retirement: Two of a Kind?” Psychology and Aging 23, no. 2 (2008): 422.Van Willigen, Marieke. “Differential Benefits of Volunteering Across the Life Course.” The Journals of Gerontology Series B: Psychological Sciences and Social Sciences 55, no. 5 (2000): S308-S318.Von Essen, Elisabeth, and Magnus Englander. “Organic Food as a Healthy Lifestyle: A Phenomenological Psychological Analysis.” International Journal of Qualitative Studies on Health and Well-being 8, no. 1 (2013): 20559.Wang, Lan, Douglas T. Hall, and Lea Waters. “Finding Meaning During the Retirement Process.”Wang, Mo, and Junqi Shi. “Psychological Research on Retirement.” Annual Review of Psychology 65 (2014): 209-233.Wang, Mo, Kène Henkens, and Hanna van Solinge. “Retirement Adjustment: A Review of Theoretical and Empirical Advancements.” American Psychologist 66, no. 3 (2011): 204.Wang, Mo. “Profiling Retirees in the Retirement Transition and Adjustment Process: Examining the Longitudinal Change Patterns of Retirees’ Psychological Wellbeing.” Journal of Applied Psychology 92, no. 2 (2007): 455.Waters, Lea, Jon P. Briscoe, Douglas T. Hall, and Lan Wang. “Protean Career Attitudes during Unemployment and Reemployment: A Longitudinal Perspective.” Journal of Vocational Behavior 84, no. 3 (2014): 405-419.Weiss, Robert, and Robert S. Weiss. The Experience of Retirement. Cornell University Press, 2018.Wollison, Susan. “Academics in Retirement, Updating and Extending previous research.” (2001).Yeung, Dannii Y. “Adjustment to Retirement: Effects of Resource Change on Physical and Psychological Wellbeing.” European Journal of Aging 15, no. 3 (2018): 301-309.Yeung, Dannii Y., and Xiaoyu Zhou. “Planning for Retirement: Longitudinal Effect on Retirement Resources and Post-Retirement Wellbeing.” Frontiers in Psychology 8 (2017): 1300.Zhao, Meng, Yoshifumi Konishi, and Haruko Noguchi. “Retiring for Better Health? Evidence from Health Investment Behaviors in Japan.” Japan and the World Economy 42 (2017): 56-63.
    Type of Medium: Online Resource
    ISSN: 2546-194X , 1908-9627
    URL: Issue
    Language: Unknown
    Publisher: San Beda University
    Publication Date: 2023
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  • 8
    In: Revista Eletrônica de Educação, FAI-UFSCar, Vol. 13, No. 2 ( 2019-05-10), p. 632-644
    Abstract: Introduction: Curriculum integration is critical to medical education. It represents a constant challenge for teachers since there is no shared concept about what it means, what is to be included, and the dynamics of operationalization. Objectives: To promote and implement the integration of a human semiology curriculum module (medical clinic, pediatrics, diagnostic imaging, psychology and health informatics) through interactive methodologies; to evaluate the students perception of the module. Methods: Action research involved 76 teachers and 125 third-year medical students. Monthly meetings were held between the coordinators. Discussions focused on monitoring and following-up on implementation of interactive methodologies and reviewing integration of theory and practice. Also included were the implementation of a joint discussion of clinical cases, a holistic view of the patient and presenting problems.  Collaboration and communication between teachers, joint classes, integrated evaluation of the process of learning and teaching in small groups. In addition, training workshops were held for the use of a Moodle platform by teachers for page construction of Curriculum Module. The evaluation of students' perceptions was performed through a voluntary and anonymous questionnaire with open questions (qualitative). All 125 students answered the questionnaire. A five-point Likert scale was used with a midpoint indicating intermediate or nullity, domain of discordance (values 1 and 2) and domain of cordance (4 and 5). The analysis of the data was made comparing their results with those obtained in the tests of the previous year. The Statistical Package for the Social Sciences (version 17.0, SPSS®, Chicago, IL, USA). Results: Data analysis showed that there was a positive impact after the integration between the subjects and the introduction of interactive methodologies in the course. Give the data for this statement here. There was a significant improvement in performance, both theoretical and practical, as measured by the scores obtained by the students, when compared to the students of the previous year (p 〈 0.001). On the other hand, in open questions, students still mentioned heterogeneity among teachers and in the evaluation. They students also commented on, the need for a continuous effort to improve and maintain the integration and adjust their workload. Conclusion: The evaluation analysis supported the need to continue to implement teacher development, joint planning and the continuity of the articulation process. The integration of interactive methodologies was shown to improve student performance compared to the previous class in a Semiology Curricular Module.ResumoIntrodução: A integração do currículo é fundamental para a formação médica. Representa, todavia, um constante desafio para os professores envolvidos, visto que não há uniformidade sobre o conceito, sobre a necessidade de inclusão de atividades integradas, e mesmo sobre sua operacionalização. Objetivos: Promover a integração da unidade curricular (UC) de semiologia humana (clínica médica, pediatria, diagnóstico por imagem, psicologia e informática em saúde) através da implantação de metodologias interativas, e avaliar a percepção dos estudantes do módulo de semiologia humana, após a implementação destas metodologias. Métodos: Utilizou-se pesquisa-ação, envolvendo 76 professores e 125 estudantes da 3ª série do curso médico. Para a integração da UC foram realizadas: reuniões mensais entre os coordenadores para implementação e acompanhamento das metodologias interativas, que consistiram de integração da teoria com a prática, implantação de discussão conjunta de casos clínicos, visão holística do paciente e de seus problemas, colaboração e comunicação entre os professores, aulas conjuntas, avaliação integrada com o processo de aprendizagem e ensino em pequenos grupos. Além disso, foram realizadas oficinas de capacitação para uso da plataforma Moodle pelos professores e construção de página com as atividades da UC. A avaliação da percepção dos estudantes sobre a UC foi realizada através de questionário voluntário e anônimo e de questões abertas (qualitativa). Todos os estudantes responderam ao questionário. Foi utilizada a escala de Likert de cinco pontos com um ponto médio manifestando situação intermediária ou de nulidade, domínio de discordância (valores 1 e 2) e domínio de concordância (4 e 5). A análise do desempenho destes alunos da 3ª série do curso de medicina foi feita comparando-se os seus resultados com os obtidos nas provas do ano anterior. Na análise estatística foi utilizado o Statistical Package for the Social Sciences (versão 17.0, SPSS®, Chicago, IL, EUA). Resultados: A análise conjunta das categorias do questionário demonstrou que houve impacto positivo após a integração entre as disciplinas e a introdução de metodologias interativas no curso. Houve melhora significante do desempenho, tanto teórico quanto prático, avaliado pelas notas obtidas pelos alunos, quando comparado aos alunos do ano anterior (p 〈 0,001). Por outro lado, nas questões abertas, os alunos ainda referiram heterogeneidade entre os professores e na avaliação, necessidade de um esforço contínuo para melhorar e manter a integração, bem como adequar a carga horária, considerada insuficiente. Conclusão: A análise da avaliação evidenciou a necessidade de implementar o desenvolvimento docente, o planejamento conjunto e a continuidade do processo de articulação. A utilização das metodologias interativas contribuiu para a integração da Unidade Curricular de semiologia.ResumenIntroducción: La integración del currículo es fundamental para la formación médica. Sin embargo, representa un constante desafío para los profesores involucrados, ya que no hay uniformidad sobre el concepto, sobre la necesidad de inclusión de actividades integradas, y incluso sobre su operacionalización. Objetivos: Promover la integración de la unidad curricular (UC) de semiología humana (clínica médica, pediatría, diagnóstico por imagen, psicología e informática en salud) a través de la implantación de metodologías interactivas, y evaluar la percepción de los estudiantes del módulo de semiología humana, después de la aplicación de estas metodologías. Métodos: Se utilizó investigación-acción, involucrando a 76 profesores y 125 estudiantes de la 3ª serie del curso médico. Para la integración de la UC se realizaron: reuniones mensuales entre los coordinadores para implementación y seguimiento de las metodologías interactivas, que consistieron en la integración de la teoría con la práctica, implantación de discusión conjunta de casos clínicos, visión holística del paciente y de sus problemas, colaboración y comunicación entre los profesores, clases conjuntas, evaluación integrada con el proceso de aprendizaje y enseñanza en pequeños grupos. Además se realizaron talleres de capacitación para uso de la plataforma Moodle por los profesores y construcción de página con las actividades de la UC. La evaluación de la percepción de los estudiantes sobre la UC se realizó a través de un cuestionario voluntario y anónimo y de cuestiones abiertas (cualitativa). Todos los estudiantes respondieron al cuestionario. Se utilizó la escala de Likert de cinco puntos con un punto medio manifestando situación intermedia o de nulidad, dominio de discordancia (valores 1 y 2) y dominio de concordancia (4 y 5). El análisis del desempeño de estos alumnos de la 3ª serie del curso de medicina se hizo comparando sus resultados con los obtenidos en las pruebas del año anterior. En el análisis estadístico se utilizó el Statistical Package for the Social Sciences (versión 17.0, SPSS®, Chicago, IL, EE.UU.). Resultados: El análisis conjunto de las categorías del cuestionario demostró que hubo impacto positivo tras la integración entre las disciplinas y la introducción de metodologías interactivas en el curso. Se observó una mejora significativa del rendimiento, tanto teórico como práctico, evaluado por las notas obtenidas por los alumnos, en comparación con los alumnos del año anterior (p 〈 0,001). Por otro lado, en las cuestiones abiertas, los alumnos todavía refirieron heterogeneidad entre los profesores y en la evaluación, necesidad de un esfuerzo continuo para mejorar y mantener la integración, así como adecuar la carga horaria, considerada insuficiente. Conclusión: El análisis de la evaluación evidenció la necesidad de implementar el desarrollo docente, la planificación conjunta y la continuidad del proceso de articulación. La utilización de las metodologías interactivas contribuyó a la integración de la Unidad Curricular de semiología.Keywords: Semiology, Medical education, Student, Methodology.Palavras-chave: Semiologia, Educação médica, Estudante, Metodologia.Palabras clave: Semiología, Educación médica, Estudiante, Metodología.ReferencesALMEIDA, Maria José de. Gestão da escola médica: crítica e autocrítica. Rev Bras Educ Med, 32 (2):202-9, março, 2008.BATALDEN, Paul; DAVIDOFF, Frank. Teaching quality improvement: the devil is in the details. JAMA, 298 (9):1059-1061, September, 2007.CARR, Wilfred; KEMMIS Stephen. Teoría crítica de la enseñanza. Barcelona: Martinez Roca, 1988, 245p.DOLL JR., William E. Currículo: uma perspectiva pós-moderna. Porto Alegre: Artes Médicas, 1997. 224p.FOGARTY Robin. Ten ways to integrate curriculum. Educ Leadersh, 49(2):61-5, October, 1991.HARDEN Ronald M.; LAIDLAW, Jennifer M. Essential skills for a medical teacher. Edinburgh: Elsevier, 2012, 272p.HARDEN, Ronald M.; SOWDEN, Susette; DUNN, William R. Some educational strategies in curriculum development: The SPICES model. Med Educ, 18 (4): 284-297, July, 1984.HARDEN, Ronald M. Change – Building windmills not walls. Medical Teacher, 20 (3): 189-191, 1998.HARDEN, Ronald M. The integration ladder: a tool for curriculum planning and evaluation. Med Educ, 34 (7): 551-557, July, 2000.HOLLANDER, Harry; LOESER, Helen; IRBY, David. An anticipartory quality improvement process for curricular reform. Acad Med, 77(9): 930, September, 2002.JANSSEN-NOORDMAN, Ameike M.B.; MERRIËNBOER, Jeroen J.G.; VAN DER VLEUTEN, Cees P.M.; SCHERPBIER Albert J.A. Design of integrated practice for professional learning competences, Medical Teacher, 28(5): 447-452, August, 2006.MALIK, Alam Sher; MALIK Rukhsana Hussain. Twelve tips for developing an integrated curriculum. Med Teach, 33 (2): 99-104, 2011.MENNIN,  Stewart P.; KRACKOV,  Sharon K.  Reflections on relevance, resistance, and reform in medical education. Academic Medicine. 73(9): S 60-64, September, 1998.MINISTÉRIO DA EDUCAÇÃO E CULTURA. Conselho Nacional de Educação. Câmara de Educação Superior. Parecer CNE/CES de 2014. Institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Medicina. Brasília (DF). Conteúdo online disponível em: http://portal. mec.gov.br/cne/arquivos/pdf/CES1133.pdf, acesso em 2006.MIRANDA, Marilia Gouvea de; RESENDE Anita C. Azevedo. Sobre a pesquisa-ação na educação e as armadilhas do praticismo - Revista Brasileira de Educação, v. 11, n. 33, set./dez, 2006.MULLER, Jessica H.; JAIN, Sharad; LOESER, Helen; IRBY, David M. Lessons learned about integrating a medical school curriculum: perceptions of students, faculty and curriculum leaders. Med Educ, 42(8), p.778-85, agosto, 2008.PERERA, Jennifer; LEE, Nagarajah; WIN, Khin; PERERA, Joachim; WIJESURIYA, Lionel. Formative feedback to students: the mismatch between faculty perceptions and student expectations, Medical Teacher, 30 (4): 395-399, 2008.PRIDEAUX, David; ASH, Julie K. Integrated learning. In: DENT, John A.; HARDEN, Ronald M. A practical guide for medical teachers. 4. ed. London: Elsevier, p.183-189, 2013.PUCCINI, Rosana Fiorini; SAMPAIO, Lucia de Oliveira; BATISTA, Nildo Alves. A Formação médica na Unifesp – excelência e compromisso social. São Paulo: Editora Unifesp, 2008, 312p.STEINERT Yvonne; MANN, Karen; CENTENO, Angel; DOLMANS, Diana; SPENCER, John; GELULA, Mark; DAVID, Prideaux. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Med Teach, 28(6): 497-526, September, 2006.TINTO, Vincent. Stages of student departure. Reflections on the longitudinal character of student leaving. Journal of Higher Education, 59(4): 438-455, Jul-Aug, 1998. Conteúdo online disponível em: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm, acesso em 2006. WATER-ADAMS. Action research in education - Conteúdo online disponível em: http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm, acesso em 2006.
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    ISSN: 1982-7199
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    Publisher: FAI-UFSCar
    Publication Date: 2019
    detail.hit.zdb_id: 2599070-6
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