Abstract
The study aims to assess perceptions of mastery of abilities in clinical management in participants of courses oriented by competency and based on active methodologies of teaching and learning, before and after the offered training process. Three conceptual frameworks were utilized: clinical management, expectation of auto-efficacy, and the holistic concept of competency. Methodologically, an electronic instrument was made available to students of the training courses, adapted to the Likert scale, in two stages: before the courses were undertaken and after their completion. The group of subjects that participated simultaneously in both stages was comprised of 825 trainees. Average, mean, standard deviation, and the Wilcoxon test were utilized in the analysis. Generally, in terms of findings, the perception of mastery of abilities in clinical management increased after the courses, proving a positive contribution of the training process of the students. Among other aspects of their results, it is concluded that the educational initiatives studied, oriented by competency and based in active methodologies of teaching and learning, can obtain the increase in perception of their participants regarding the mastery of abilities present in the competency profile, confirming the study's hypothesis.
Highlights
The increased closeness of administration and education to the area of healthcare that has taken place in recent decades has been supported by distinct suppositions and purposes that result in a polysemy of meanings attributed to these articulations
Among other aspects of their results, it is concluded that the educational initiatives studied, oriented by competency and based in active methodologies of teaching and learning, can obtain the increase in perception of their participants regarding the mastery of abilities present in the competency profile, confirming the study’s hypothesis
We are not dealing with the assessment of performance, which would require an observation of specific actions in a determined context, but of the perception of the learners about their mastery in relation to the capacities that underpin the performances. From this point of view, the goal of this study is to evaluate perceptions of mastery of abilities in clinical management, considering the perspective of participants of courses focused on competency and based on active methodologies, before and after the offered training process
Summary
The increased closeness of administration and education to the area of healthcare that has taken place in recent decades has been supported by distinct suppositions and purposes that result in a polysemy of meanings attributed to these articulations. From a logic of cost reduction, associated with the standardization of practices and stemming from managed care, as well as a concept originating in clinical governance concerned with broadening the quality of health systems with efficiency and security, aspects of administration and education have been producing tensions and changes in healthcare[1,2,3,4] In this field, the terminology “clinical management” was introduced to Brazil by Mendes, in the sense of “developing the technologies of administration of health condition, case management, clinical auditing, and waiting lists”[5]. Access, integrality, quality of care, and safety of patients and professionals have come to be addressed in a manner oriented towards: (i) production of health improvement in people; (ii) maximum benefit within the available resources (articulation and collaboration among services in order to obtain economies of scale and better cost-benefit relationship); (iii) transformation of practices with the establishment of quality standards, humanization, and safety in health care; and (iv) deepening the degree of satisfaction and confidence in SUS11,12
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