New information technologies have produced profound changes in education and society. All knowledge areas have been constantly reinvented, readjusted and recreated to fit the changing demands of professional practice. Education in the health professions has also followed this trend. It is now clear how students, the future educators, are involved in this transformation and have been vectors of these changes. In parallel, the new curricula for health professions courses presuppose the active participation of students in their own training and in the training of their peers. This new way of teaching, which privileges teamwork, peer learning, interdisciplinarity, and autonomy, stimulates and demands this leadership role from students. Active student participation in undergraduate educational activities has several benefits: it favors learning; interpersonal relationships; acquiring skills in communication, mentoring, leadership, research, and management and develops social accountability. Undergraduate students in the health professions, even at the earliest stages of their education, make their choices and direct their interest to the area of knowledge they desire in professional life. When this choice falls on a specific area of health, they find, at the undergraduate level, ways to begin to develop their knowledge and skills in clinical practice, surgery, pediatrics, laboratory research, public health and other areas, but find no support for training when they intend to be future teachers. In this context, the FELLOWS Project emerged, proposed and carried out by medical students, a blended learning teaching development project that aims to train and improve education skills for students of the health professions, herein presented as an experience report. In 2017 the project took place from April to October, in monthly nighttime meetings, and eventually on Saturdays. It was conducted by four medical students (coordinators), two supervising local teachers and had collaborators from other medical education institutions. In 2018 the educational activities were held exclusively by students/resident coordinators and supervising teachers through two immersion sessions (Friday, Saturday and Sunday), separated by a 4 month-period, during which an education project was prepared, created in groups of six students accompanied by a tutor and a coordinator. The activities of the FELLOWS Project follow the National Curriculum Guidelines for the Undergraduate Medical Course of 2001 and 2014, meet the demands of health education in Brazil and respect the desired profile of the professional graduate, with social accountability. It offers contact with and progressive skills of communication and competencies for teaching, using active teaching-learning methodologies, teamwork, the use of digital technologies, exercising oral and written communication and creativity for innovation. The FELLOWS Project implementation process has brought direct benefits to the organizers and participants and indirect benefits to the educational institutions to which they belong, as it involved knowledge production, student engagement and social accountability.

A Pontifícia Universidade Católica de São Paulo é uma universidade comunitária. Em março de 2020, o distanciamento/isolamento social ocasionado pela pandemia da SARS-CoV-2 impôs diversos desafios a serem enfrentados, relacionados à migração do ensino presencial para o ensino remoto/ capacitação tecnológica (e pedagógica) do corpo docente, suporte aos estudantes, capacitação tecnológica do corpo funcional e adequação da infraestrutura de tecnologia da informação. Neste trabalho trataremos da capacitação docente. Embora não existisse uma estrutura de desenvolvimento docente institucionalizada, um grupo de docentes envolvidos nas diversas capacitações que vinham sendo promovidas desde 2017 pela instituição, por iniciativa da Pró-Reitoria de Graduação, foi responsável pela capacitação do conjunto de docentes da Universidade para uso das plataformas institucionais. Também foram criados treinamentos individuais para atender às necessidades dos docentes. Superada a primeira fase de familiarização com as plataformas, a etapa seguinte foi suscitar, no corpo docente, a necessidade de qualificação das atividades remotas, por meio do uso de metodologias inovadoras de ensino. A necessidade de manutenção do ensino remoto levou à ampliação do grupo de docentes responsáveis pelo apoio às atividades remotas. Mais ainda, monitores pós-graduandos (mestrandos e doutorandos) dos diferentes cursos da universidade foram selecionados para auxiliar os docentes, de forma individualizada, para que fizessem o uso apropriado de estratégias de ensino e as plataformas tecnológicas. No curso de Medicina da PUC-SP, que tem em seu cerne o uso de estratégias ativas de ensino e aprendizagem, com exceção de parte das atividades práticas, todas foram realizadas remotamente. A adaptação das tutorias da aprendizagem baseada em problemas foi satisfatória. Um dos aprendizados mais significativos foi o trabalho colaborativo docente para a realização de avaliações somativas.

New information technologies have produced profound changes in education and society. All knowledge areas have been constantly reinvented, readjusted and recreated to fit the changing demands of professional practice. Education in the health professions has also followed this trend. It is now clear how students, the future educators, are involved in this transformation and have been vectors of these changes. In parallel, the new curricula for health professions courses presuppose the active participation of students in their own training and in the training of their peers. This new way of teaching, which privileges teamwork, peer learning, interdisciplinarity, and autonomy, stimulates and demands this leadership role from students. Active student participation in undergraduate educational activities has several benefits: it favors learning; interpersonal relationships; acquiring skills in communication, mentoring, leadership, research, and management and develops social accountability. Undergraduate students in the health professions, even at the earliest stages of their education, make their choices and direct their interest to the area of knowledge they desire in professional life. When this choice falls on a specific area of health, they find, at the undergraduate level, ways to begin to develop their knowledge and skills in clinical practice, surgery, pediatrics, laboratory research, public health and other areas, but find no support for training when they intend to be future teachers. In this context, the FELLOWS Project emerged, proposed and carried out by medical students, a blended learning teaching development project that aims to train and improve education skills for students of the health professions, herein presented as an experience report. In 2017 the project took place from April to October, in monthly nighttime meetings, and eventually on Saturdays. It was conducted by four medical students (coordinators), two supervising local teachers and had collaborators from other medical education institutions. In 2018 the educational activities were held exclusively by students/resident coordinators and supervising teachers through two immersion sessions (Friday, Saturday and Sunday), separated by a 4 month-period, during which an education project was prepared, created in groups of six students accompanied by a tutor and a coordinator. The activities of the FELLOWS Project follow the National Curriculum Guidelines for the Undergraduate Medical Course of 2001 and 2014, meet the demands of health education in Brazil and respect the desired profile of the professional graduate, with social accountability. It offers contact with and progressive skills of communication and competencies for teaching, using active teaching-learning methodologies, teamwork, the use of digital technologies, exercising oral and written communication and creativity for innovation. The FELLOWS Project implementation process has brought direct benefits to the organizers and participants and indirect benefits to the educational institutions to which they belong, as it involved knowledge production, student engagement and social accountability.

Obs.: A partir dessa experiência, foi gravado um vídeo com as informações contidas nesse slide. Esse vídeo tem sido usado como material de consulta e enviado aos alunos iniciantes do Projeto FELLOWS como uma atividade preparatória para o programa de formação.

, were interviewed to assess demographic information, asthma status and education, ICS adherence, disease perception, and outcome expectation. Psychological assessment was performed by using children's depression inventory, screen for child anxiety-related disorders and Rosenberg self-esteem scale. RESULTS: Preliminary results from 106 patients (mean age,1263 years; 70.8% male), most had mild to moderate and controlled asthma (mean Asthma control test score of 2462). Mean ICS adherence was 74.6%627.8%. Of 73 (68.9%) patients, whoever missed ICS use, 58.9% reported intentional non-adherence, of which 95.3% felt the burden outweighed the benefits. Only 12.5% of patients knew that asthma caused airway spasm, and 68.9% realized the difference between controller and reliever. Sixteen (15.8%) and 24 patients (24%) misperceived their control status and severity, respectively. Mean outcome expectation score was 39.568.5 out of 50. Patients who expected good asthma outcome from following the asthma action plan had significantly high (>75%) medication adherence (p50.039). Of the results interpreted, 21% had significant depression, 23% had clinical range for anxiety, and 6% had low self-esteem, but none were related to adherence rate. CONCLUSIONS: Despite good asthma control, the occurrence of depression and anxiety were higher than expected. Patient's asthma outcome expectation may predict better adherence.