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[Reflective portfolio: a proposal for teaching and learning geared on competencies].
Rosângela Minardi Mitre Cotta1, Glauce Dias da Costa, Erica Toledo Mendonça
1Departamento de Nutrição e Saúde, Universidade Federal de Viçosa. Av. Peter Henry Rolfs s/n, Campus Universitário. 36570-000 Viçosa MG. rmmitre@ufv.br
Ciencia & Saude Coletiva
|June 12, 2013
Summary
Collective portfolio construction in Health Policy education develops critical thinking and essential professional skills. Students transformed negative views of the healthcare system into positive ones, demonstrating enhanced competencies.
Area of Science:
- Health Policy Education
- Pedagogical Methods
- Competency-Based Learning
Context:
- The study examines the collective construction of portfolios as a pedagogical strategy.
- Focuses on the Health Policy discipline and its curriculum.
- Utilizes qualitative research methods, including documentary and thematic analysis of 34 student portfolios.
Purpose:
- To analyze the experience of collective portfolio construction as a teaching-learning method.
- To identify specific competencies developed in students within Health Policy education.
- To evaluate the impact of this method on students' critical-reflexive thinking and professional skill development.
Summary:
- Collective portfolio construction fosters critical-reflexive thinking, transforming students' perceptions of the health care system.
- Key competencies developed include communication, information management, leadership, teamwork, and personal management skills.
- The method aligns with UNESCO's "Learning to be" and "Learning to live and work together" competencies.
Impact:
- Enhances the training of health professionals committed to national health policy.
- Develops crucial skills such as critical analysis, information literacy, collaboration, and ethical conduct.
- Promotes a positive and informed perspective on health policy principles like equity, integrity, and universality.
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