Gustavo Salata Romão
Biographic Data
| ID | 7719577 |
|---|---|
| NAME | Gustavo Salata Romão |
| GIVEN NAMES | Gustavo Salata |
| FAMILY NAME | Romão |
| SIGNATURE | ROMÃO G S |
| AFFILIATIONS | Universidade de Ribeirão Preto |
| ORCID | 0000-0001-7571-1067 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The importance of selecting contextually relevant EPAs
Dear EditorCompetency-Based Education (CBE) has become increasingly popular in Health Professions Education. With CBE, the healthcare needs of the local context serve as the foundation for design o
For which entrustable professional activities must medical students be prepared if unsupervised patient care without further training is an expectation? An international Global South study
INTRODUCTION: Training medical students requires objectives that are often translated into frameworks of competencies. Since the introduction of entrustable professional activities (EPAs), these tasks or 'units of professional practice', originally conceived for postgraduate training, define what residents must be prepared to do unsupervised. Nowadays, EPAs are also applied to undergraduate training, with the prospect of entering residency. Howev…
Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum
Assessment strategies in PBL approach, including FA, OSCE and PT, have positive correlations, which increases as the medical course becomes more complex
Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment
According to Brazilian medical students, subject-matter expertise among PBL facilitators is essential to the learning process. We believe this widespread perception is due, in large part, to the relative lack of prior educational exposure to such pedagogies
Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum
Our experience illustrates the importance of context (both cultural and structural) in implementing certain pedagogies within one Brazilian training program. We plan to address these barriers by: 1) integrating units, whenever possible, within a spiral curriculum; 2) introducing real patients earlier in students' pre-clinical coursework (primarily in a primary care setting); and 3) using subject experts as PBL tutors to better motivate students
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Contextual considerations in implementing problem-based learning approaches in a Brazilian medical curriculum
Our experience illustrates the importance of context (both cultural and structural) in implementing certain pedagogies within one Brazilian training program. We plan to address these barriers by: 1) integrating units, whenever possible, within a spiral curriculum; 2) introducing real patients earlier in students' pre-clinical coursework (primarily in a primary care setting); and 3) using subject experts as PBL tutors to better motivate students
Brazilian medical students’ perceptions of expert versus non-expert facilitators in a (non) problem-based learning environment
According to Brazilian medical students, subject-matter expertise among PBL facilitators is essential to the learning process. We believe this widespread perception is due, in large part, to the relative lack of prior educational exposure to such pedagogies
Formative assessment scores in tutorial sessions correlates with OSCE and progress testing scores in a PBL medical curriculum
Assessment strategies in PBL approach, including FA, OSCE and PT, have positive correlations, which increases as the medical course becomes more complex
For which entrustable professional activities must medical students be prepared if unsupervised patient care without further training is an expectation? An international Global South study
INTRODUCTION: Training medical students requires objectives that are often translated into frameworks of competencies. Since the introduction of entrustable professional activities (EPAs), these tasks or 'units of professional practice', originally conceived for postgraduate training, define what residents must be prepared to do unsupervised. Nowadays, EPAs are also applied to undergraduate training, with the prospect of entering residency. Howev…
The importance of selecting contextually relevant EPAs
Dear EditorCompetency-Based Education (CBE) has become increasingly popular in Health Professions Education. With CBE, the healthcare needs of the local context serve as the foundation for design o
Psychology (5 works) · Curriculum (4 works) · Innovations in Medical Education (4 works) · Medical education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Problem and Project Based Learning (3 works) · Problem-based learning (3 works) · Accreditation (1 work)