The role of formative evaluation in the formation of sus preceptors in the central hinterland of ceará

A need in the educational context is to ensure that educational practice is developed in a coherent manner and committed to social transformation and the formation of conscious citizens. To achieve this goal, evaluation, part of the educational process, must be an act, in which reflection is inherent, contributing to the construction of technical and socio-political-cultural skills. The interest in reflecting on the evaluation was driven by the experience with the formative evaluation used in the specialization course in Health Education for preceptors of the Unified Health System (EPES) in the 8th Health Region of Ceará through a partnership between the Ministry of Health (MS) and Teaching and Research Institute of Hospital Sírio-Libanês (IEP-HSL). The objective of this work is to reflect on the formative evaluation as a pedagogical instrument of the teaching-learning process in a training for SUS preceptors. It is a reflexive synthesis about the formative evaluation developed from the experience in the EPES course held in Quixadá-Ce from August 2013 to July 2014 from the perspective of the facilitator. 48 students participated in the course, who are health professionals and tutors, two facilitators, a learning manager and a course coordinator. The reflective synthesis was developed based on the concept and instruments of formative assessment presented in the course notebook, with a focus on self-assessment, peer assessment and performance assessment of the specialist. For the analyses of the training process, the evaluations developed by the students of the specialization were used and in the evaluations between the peers, the anonymity of their parents was preserved. Individual and collective self-assessments were the starting point for a reprogramming of activities, with a view to the way the group works, but also regarding the work content in each activity. The evaluation wheel contributed, above all, to rethinking about educational activities, about the structure and the pedagogical and relational aspects established between facilitators and preceptors. The assessment of professionalism and communication characterized the specialization students as routinely punctual, available, offering support to others, respecting the ideals and values of others, they use best practices and evidence to guide their learning and enhance that of others through assessment. The peer evaluation pointed out important characteristics for the composition of the preceptor's competence profile in the areas of educational management, health and education, and the performance appraisal of the specialist helped the facilitator better understand the groups, and stimulated reflection for the student. for a review of flawed points and awareness of the difficulties in correcting and making the necessary adjustments. It was considered that formative assessment is a key element of the teaching and learning process, a way to guide and / or qualify the teaching-learning process and other products and help students to reach the criteria that allow them to self-evaluate.