Continuing medical education, a nice problem

Camanho, Gilberto Luís

doi:10.1016/j.rboe.2014.09.005

Cited by 1 publication

(2 citation statements)

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“…Faced with this obstacle, currently, large hospitals have inserted teaching and research centers, since they understood that medical research and teaching are an important contribution to the institutions and the health service itself. These hospitals have dedicated to scheduling larger spaces for physicians to perform the teaching task with quality, in addition to offering refresh courses, which have as their important bias the prestige and recognition of the teaching activity 18 .…”

Section: Resultsmentioning

confidence: 99%

“…The study also ratifies this continuous need for improvement, evidencing that most professors find the creation of a program for permanent improvement of professors relevant and that they would participate in it if there was one 20 . In this area, the literature have described several initiatives of medical schools to create spaces for the improvement of their teaching staff 18,19,20 .…”

Section: Resultsmentioning

confidence: 99%

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Pedagogical Preparation for Physicians and their Performance in the Medical Course

Oliveira¹,

Medeiros²,

Pires³

et al. 2018

Rev. bras. educ. med.

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Qualifying the medical profile to meet the population’s main health needs is a challenge for contemporary medical schools. In this process, the medical professor has a prominent place, since medical teaching practice is based on the production of models considered valid, previously learned, and the experience of medical practice. One questions, thus, the physician’s pedagogical aptitude to teach, since the professor-academic relationship occurs differently from the physician-patient relationship, starting from the need to understand which ways professors seek to acquire the teaching-specific skills. Objective To carry out an integrative review on the pedagogical training of physicians in the teaching context. Methods This is a non-observational, descriptive integrative review of the literature. Initially, we searched the databases at the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature in Health Sciences (Lilacs), the US National Library of Medicine and the National Institutes of Health (PubMed) and the Cochrane Library with the help of the Boolean operator and the following descriptors: Health Human Resource Training; Faculty, Medical and Education, Medical, Continuing. The inclusion criteria were free, complete articles, published from 2012 to 2016, in Portuguese, Spanish and English. Results The search resulted in 24 articles those discuss the research theme. After exhaustive reading of the articles found, only five converged and answered the guiding question raised in the initial reflection. Teaching strategies and methodologies, as well as the evaluation of clinical supervision processes to construct the students’ technical knowledge appear as important topics on learning and teaching. In addition, these discussions raise professors’ need for continuing education programs, as well as the construction of evaluation tools for professors, tutors and preceptors. Conclusions This study highlights the continuous improvement in the professors’ pedagogical training and the development of permanent education programs and improvement of the faculty by the school.

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Section: Resultsmentioning

confidence: 99%