O estágio extracurricular na formação profissional: a opinião dos estudantes de fisioterapia

Abstract

| This study aimed to investigate the opinion of the Physiotherapy students on the extracurricular internship and the influence of this practice on their professional formation. A cross-sectional study was performed with Physical Therapy students from a higher education institution in Ceará, Brazil. The sample consisted of 157 students, 29 men (18.5%) and 128 women (81.5%), with mean age of 22.6±4.02 years, from second to last semester of graduation. A questionnaire was applied with 20 objective questions covering the experiences and repercussions of this practice. A total of 61 (38.9%) surveyed students affirmed to have participated of extracurricular internship. Out of these, 55 (90.2%) were motivated by the necessity of acquiring experience; 53 (86.9%) were performing therapeutic interventions in patients; and 13 (21.3%) had 15 to 20 working hours. However, 36 academics (59.0%) did work in disagreement with the rules of the Federal Council of Physical Therapy and Occupational Therapy. The students considered the extracurricular internship as a tool of improvement of their professional formation, because it allowed the practice of common physical therapist daily life activities procedures and techniques. There is a necessity for competent organizations to inspect these kind of activities, so that the students can practice tasks accordingly their qualification level.Keywords | clinical clerkship; students; Physical Therapy Specialty; education, higher. RESUMO | Investigar a opinião dos estudantes deFisioterapia em relação ao estágio extracurricular e a influência dessa prática para sua formação profissional. Realizou-se um estudo transversal com alunos de Fisioterapia de uma instituição de ensino superior do estado do Ceará, Brasil. A amostra foi composta de 157 estudantes, sendo 29 homens (18,5%) e 128 mulheres (81,5%), com média de idade 22,6±4,02 anos, do segundo ao últi-mo semestre da graduação. Aplicou-se um questionário com 20 questões objetivas abordando a vivência e repercussões dessa prática. Do total de alunos pesquisados, 61 (38,9%) afirmaram ter participado de estágio extracurricular. Desses, 55 (90,2%)

O fisioterapeuta do estado de São Paulo

“…In addition, there is also the parallel internships, in which the interns conduct sessions with the same attributions of a graduated professional in order to get closer to the labor market, gain experience and a monthly salary 36 . However, those internships are often being held irregularly for not being linked to the educational institution and lacking appropriate supervision, in addition to performing activities that are not in accordance with the interns' degree of knowledge 36 .…”

“…However, those internships are often being held irregularly for not being linked to the educational institution and lacking appropriate supervision, in addition to performing activities that are not in accordance with the interns' degree of knowledge 36 . Besides being illegal and disrespectful to the standardization of ethics, the replacement of physical therapists undermines the functional-kinetic health of people as the interns are not yet adequately qualified.…”

Atendimento fisioterapêutico em paciente com sequelas motoras decorrente de fratura de olecrano – relato de experiência

“…As diretrizes curriculares dos cursos de graduação em Fisioterapia se preocupam em capacitar profissionais críticos e reflexivos, aptos a atuar em diferentes cenários de prática (VIANA et al, 2012). O processo de fixação interna das fraturas cominutivas do cotovelo é difícil de ser alcançado, com isso a mobilização depois da cirurgia do cotovelo é muitas vezes retardada.…”

A Influência Do Estágio Extracurricular Na Construção Do Conhecimento Do Acadêmico De Fisioterapia

“…O estágio tem como objetivo aperfeiçoar o acadêmico e desenvolver agentes de transformação social com perfil crítico, respeitando o embasamento disciplinar e ético da profissão à medida que os estudantes colocam em prática os conhecimentos adquiridos em sala de aula 5 . Por meio da vivência do dia a dia das atividades relacionadas com a sua profissão, ele passa a ser importante para a formação acadêmica e profissional6.…”