masterThesis
O processo de ensino/aprendizagem em refratometria usando ferramenta digital (Helper Keratoconus)
Fecha
2019-12-09Registro en:
PIMENTEL, Leonardo Nogueira. O processo de ensino/aprendizagem em refratometria usando ferramenta digital (Helper Keratoconus). 2019. 61f. Dissertação (Mestrado Profissional em Ensino na Saúde) - Centro de Ciências da Saúde, Universidade Federal do Rio Grande do Norte, Natal, 2019.
Autor
Pimentel, Leonardo Nogueira
Resumen
The presence of keratoconus always made it difficult to calculate the patient's
refractometry, either through retinoscopy (skiascopy) or using the autorefractor. Thus, it is
sometimes difficult to find such values quickly and reliably in the day-to-day office of the
eye doctor. In addition, the teaching of refractometry has always been a challenge for
ophthalmologist training services, which is explained by the fact that it is an exam that
carries a specific skill to be mastered, besides the need for knowledge of physics,
mathematics and geometry for understanding how to determine and annul the so-called
refractive vices (ametropia) of the optical system of the human eye. The HELPER
KERATOCONUS app quickly and practically provides the theoretical measurement of
refractometry from the patient's keratometry, which will be inserted into the refractor and
refined. We conducted a workshop on teaching the refractometry competency using the
application using the flipped classroom teaching technique. This is a qualitative,
descriptive research, which was developed at the Onofre Lopes University Hospital -
HUOL / UFRN. They involved residents and preceptors of the HUOL ophthalmology
service. It happened in 3 phases. The first phase consisted of an inverted classroom of
approximately 50 minutes, with flipped classroom methodology, whose theme was the
operation and use of the HELPER KERATOCONUS application, after which there were
discussions, clarifications, exercises or other learning activities for improve the application
of knowledge. In the second phase, the residents had a practical class, where they were
trained to use the application in the service routine. In the third phase, residents answered
a semi-structured questionnaire, which addressed information about teaching and learning
activities. In this context, it is believed that the project contributed to the development of
skills in the teaching of refractometry, as well as to a closer approximation of technological
advances and new teaching techniques in medical residency.