Percorrer por autor "Payan Carreira, Rita"
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Item Application of the ADAPTED FRISCO framework in case-based learning activities(Edições Universitárias Lusófonas, 2016) Payan Carreira, Rita; Dominguez, Caroline; Monteiro, Maria João; Rainho, Maria da ConceiçãoAcquisition of clinical skills is of upmost importance for health sciences professionals, and a guarantee that safe and effective patient care will be provided. Clinical competencies may encompass a series of skills that are introduced through graduation and developed during professional activity, namely the technical skills, communication skills, clinical reasoning and reflexion in daily practice. Therefore, clinical competence is not a static skill, but it grows with practice and is lifelong learning. Case-based learning is frequently used to enhance learning in clinical reasoning and judgment for rational decision-making, competencies that are also associated to critical thinking. To be effective, casebased activities need to be structured, the learning objectives adjusted to each situation and students sought to be guided throughout the activity, so that they are actively engaged in the learning process bridging learning to professional environments. In this paper the authors present a model for a case-based activity aiming to enhance clinical competency in health science students. Framed by the application of the FRISCO guidelines adapted in previous work, the authors illustrate, by an example, how, in the proposed activity, congruence may be achieved among intended learning, instructional activities, and assessment methods while teaching diagnostic reasoning to health sciences students.Item Contributo ao estudo dos mastocitomas dos cães(Edições Universitárias Lusófonas, 2022) Catarino, José Carlos Mota; Alves, Maria Margarida Ferreira; Macara, Ana; Coelho, Filipa; Santos, Joana Isabel Pinto; Oliveira, Susana; Novais, Susana; Reis, Joana; Payan Carreira, Rita; Carvalho, Inês; Marcelino, Maria; Faísca, PedroOs mastocitomas são as neoplasias malignas de pele mais comuns nos cães. O diagnóstico é direto, contudo o seu comportamento biológico é imprevisível. Até ao momento continua a não existir uma metodologia capaz de sinalizar todos os mastocitomas mais agressivos. A linha de investigação do nosso laboratório e tema de projeto de doutoramento foca-se na avaliação do potencial prognóstico de diferentes técnicas e marcadores biológicos nos mastocitomas dos cães.As tarefas que se encontram a ser desenvolvidas são:Um estudo epidemiológico, cujo objetivo é o de sinalizar fatores de risco no desenvolvimento deste tumor e no qual estão incluídos 851 mastocitomas diagnosticados entre 2020-2021.Um estudo de follow-up clínico no qual foi avaliado o outcome em 60 casos de mastocitomas diagnosticados entre 2017-2022, de modo a ser obtido um conjunto de amostras com informação sobre o comportamento biológico.A avaliação de marcadores de prognóstico nos casos com follow-up, nomeadamente a avaliação expressão tecidular da Cicloxigenase-2 (COX2), a pesquisa de mutações no gene CKIT e a medição do volume médio nuclear. A avaliação da expressão da COX2 está a ser realizada através da técnica de imunohistoquímica, a pesquisa de mutações no gene CKIT será concretizada através da extração de DNA para PCR em blocos de parafina e a medição do volume médio nuclear utilizando métodos estereológicos. Em paralelo está também a ser explorada a aplicabilidade da espectroscopia de Raman nestes tumores.O culminar destas tarefas pretende contribuir para um melhor entendimento e previsão do comportamento destes tumores no cão.Palavras-chave: Mastocitoma, Prognóstico, COX-2, C-KIT, Estereologia, Raman.Item Critical thinking education in the portuguese higher education institutions : a systematic review of educational practices(Edições Universitárias Lusófonas, 2018) Cruz, Gonçalo; Payan Carreira, Rita; Dominguez, CarolineCritical Thinking (CT) education has been a field of growing concern within the Portuguese Higher Education (HE) context, in an attempt to meet the labour market needs and the most demanding and complex societal challenges. However, there is a lack of systematic literature review studies characterizing the different CT educational practices adopted by faculty teachers. Thus, this review intends to understand to what extent the Portuguese teachers in HE have been developing CT skills and dispositions in their students, in a continuous, explicit and effective way. Following the steps of review methods, 27 empirical studies complying with the inclusion criteria were analysed. Results show that CT educational practices are gradually increasing over the years, but they tend to be developed with an implicit, non-intentional and short-term basis, neglecting the development of CT dispositions in the classroom. Studies from different nature are needed (experimental, longitudinal) in order to assess the permanency or generalization of CT in students. Several difficulties were found and future work should stimulate the discussion on the ways to overcome them, guiding HE teachers and institutions in the development, support and evaluation of CT practices.Item Fostering critical thinking through peer review between cooperative learning groups(Edições Universitárias Lusófonas, 2016) Silva, Helena; Lopes, José; Dominguez, Caroline; Payan Carreira, Rita; Morais, Eva; Nascimento, Maria; Morais, FelicidadeEducational policies keep stressing the importance of critical thinking skills for promotion of academic success in Higher Education, to facilitate transition into the labour market and to foster livelong learning. Curricula in Higher Education Institutions gradually meet this necessity, integrating strategies foreseeing the development of critical thought in students. However, at this level, we still commonly found teaching and learning strategies emphasizing a more or less passive knowledge transfer, focusing on the student’s ability to memorize information. Peer review and feedback, allied to cooperative work, are important components of active learning and development of critical thinking skills process. It is therefore important to understand the role and influence of feedback provision in peer review activities between cooperative groups. This study analyses the perceptions and attitudes of 27 students in two Masters Courses on the feedback given in peer review activities (between groups), based on their responses to a survey. Results showed, among other aspects, that collaborative work and feedback exchange between groups fostered the contact with different perspectives towards the same situation, and that its critical analysis allowed the students to enhance different skills, the most referred one being the critical thinking.