<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712021000200223</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v45.2-20200305</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O ensino do exame de fundo de olho: vivências e percepções de estudantes de medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[The teaching of ocular fundus exam: experiences and perceptions of medicine students]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Norimar Pinto de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domingues]]></surname>
<given-names><![CDATA[Robson Jose de Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida Sobrinho]]></surname>
<given-names><![CDATA[Edmundo Frota Almeida de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Argentino]]></surname>
<given-names><![CDATA[Simone]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Ellen Ágatta Marinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira Júnior]]></surname>
<given-names><![CDATA[Marcelo Dias]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Estado do Pará  ]]></institution>
<addr-line><![CDATA[Belém Pará]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>45</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712021000200223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712021000200223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712021000200223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: O ensino médico vem passando por transformações nas últimas décadas. Objetivos educacionais tendem a se alterar com os avanços tecnológicos recentes, em especial na área de tecnologias de informação.  Objetivo: Esta pesquisa aborda o exame do fundo de olho explorando e analisando as dificuldades dos estudantes de Medicina na execução desse componente do exame clínico e busca propor diretrizes para seu ensino na graduação médica.  Métodos: Trata-se de uma pesquisa qualitativa com técnicas de observação direta e entrevistas com análise de conteúdo em uma população de estudantes do internato da Universidade do Estado do Pará (Uepa), na cidade de Marabá. Na avaliação de conteúdo utilizaram-se recursos do programa livre de análise de texto Iramuteq.  Resultados: Dos 21 estudantes voluntários participantes da pesquisa, apenas dois relataram experiência anterior com oftalmoscópio direto (9,52%) e um aluno havia participado de campanha com uso de dispositivo portátil para registro da imagem do fundo de olho (4,8%). As atividades da pesquisa incluiram discussão de casos clínicos, realização de oftalmoscopias diretas em pacientes voluntários e análise de retinografias. Na análise dos textos correspondentes às entrevistas foram categorizadas quatro classes geradas pelo programa Iramuteq, realçando-se o valor da integração de teoria e prática no depoimento dos alunos.  Conclusão: Programas de treinamento com integração de teoria e prática e valendo-se de princípios de aprendizagem significativa podem contribuir para prover competência ao estudante de Medicina para o exame de fundo de olho, adequando-se ao surgimento de novas tecnologias.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: Medical education has undergone changes in recent decades. Educational objectives tend to change with recent technological advances, especially in the area of information technologies.  Objective: This research addresses the examination of ocular fundus by exploring and analyzing the difficulties medical students encounter in relation to this component of the clinical examination and seeks to propose guidelines for its teaching in undergraduate medical training.  Method: Qualitative research with direct observation techniques and interviews with content analysis with a population of students at the University of the State of Pará (UEPA), in the city of Marabá. Content analysis used resources from the free text analysis program Iramuteq.  Results: Of the 21 volunteer students participating in the research, only two reported previous experience with direct ophthalmoscope (9.52%) and one student had participated in a campaign using a portable device to record the fundus image (4.8%). Research activities included discussion of clinical cases, performing direct ophthalmoscopies in volunteer patients and retinography analysis. In the analysis of the texts corresponding to the interviews, four classes generated by the Iramuteq program were categorized, highlighting the value of theoretical and practical integration in the students&#8217; testimony.  Conclusion: Training programs with theoretical and practical integration using meaningful learning concepts can help qualify medical students in the ocular fundus exam, adapting to the emergence of new technologies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Fundo de Olho]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Aprendizagem Baseada em Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Segmento Posterior do Olho]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Eye Fundus]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Problem-Based Learning]]></kwd>
<kwd lng="en"><![CDATA[Posterior Segment of the Eye]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
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