Gestão da escola médica: crítica e autocrítica

Almeida, Márcio José de

doi:10.1590/s0100-55022008000200008

Cited by 11 publications

(12 citation statements)

References 7 publications

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“…A formação médica depende de boas práticas de gestão para o bom desenvolvimento das atividades acadêmico-administrativas e, especialmente, para alcançar sucesso nas mudanças almejadas. As perspectivas de gestão da escola dependem do sucesso obtido na formação de novas lideranças, preparadas para a gestão de mudanças 20 . Ao realizar algumas críticas/autocríticas do processo de gestão na escola médica, Almeida 20 enfatiza, dentre outras questões, a autossuficiência dos médicos, que, mesmo após tomar consciência de suas deficiências, procuram resolvê-las por meio de apropriação personalizada dos conhecimentos de outras esferas de atuação; a dicotomia acadêmico--administrativa, mais presente nas instituições públicas e favorecidas pela força do pensamento biomédico e do paradigma flexneriano, que ainda prevalece na sociedade; e a ilusão de que a gestão da escola se resume a ter planos anuais e de ação.…”

Section: [] Eles Acabam Tendo Essa Mesma Postura Esse Mesmo Entenunclassified

“…As perspectivas de gestão da escola dependem do sucesso obtido na formação de novas lideranças, preparadas para a gestão de mudanças 20 . Ao realizar algumas críticas/autocríticas do processo de gestão na escola médica, Almeida 20 enfatiza, dentre outras questões, a autossuficiência dos médicos, que, mesmo após tomar consciência de suas deficiências, procuram resolvê-las por meio de apropriação personalizada dos conhecimentos de outras esferas de atuação; a dicotomia acadêmico--administrativa, mais presente nas instituições públicas e favorecidas pela força do pensamento biomédico e do paradigma flexneriano, que ainda prevalece na sociedade; e a ilusão de que a gestão da escola se resume a ter planos anuais e de ação. É necessário reformular as estruturas e modelos tradicionais de gestão para a efetividade da implantação e desenvolvimento de currículos que utilizam métodos ativos de ensino--aprendizagem, buscando estratégias integradoras e mais participativas.…”

Section: [] Eles Acabam Tendo Essa Mesma Postura Esse Mesmo Entenunclassified

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Ser docente em métodos ativos de ensino-aprendizagem na formação do médico

Almeida

Batista

2011

Rev. bras. educ. med.

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Section: [] Eles Acabam Tendo Essa Mesma Postura Esse Mesmo Entenunclassified

Ser docente em métodos ativos de ensino-aprendizagem na formação do médico

Almeida

Batista

2011

Rev. bras. educ. med.

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“…As questões fechadas, com escala de Likert, mostraram que a unidade curricular de semiologia teve impacto positivo sobre habilidades cognitivas e práticas dos estudantes, merecendo, porém, destaque o fato de que as dificuldades apresentadas pelos estudantes apareceram somente nas questões onde foram solicitados comentários e sugestões pessoais desta unidade da graduação. Os relatos dos estudantes sobre a excessiva carga teórica e fragmentação dos cursos do módulo mostra uma situação semelhante à encontrada em muitos cursos de outras escolas médicas brasileiras (ALMEIDA, 2008).…”

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Metodologias interativas para facilitar a integração da Unidade Curricular de Semiologia Humana (Interactive Methodologies to facilitate the integration of Human Semiology Curriculum Unit)

Andrade¹,

Mangia²,

Barragan³

et al. 2019

REVEDUC

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horária, considerada insuficiente. Conclusão: A análise da avaliação evidenciou a necessidade de implementar o desenvolvimento docente, o planejamento conjunto e a continuidade do processo de articulação. A utilização das metodologias interativas contribuiu para a integração da Unidade Curricular de semiologia. Palavras-chave: Semiologia, Educação médica, Estudante, Metodologia. AbstractIntroduction: Curriculum integration is critical to medical education. It represents a constant challenge for teachers since there is no shared concept about what it means, what is to be included, and the dynamics of operationalization. Objectives: To promote and implement the integration of the human semiology curricular unit (medical clinic, pediatrics, diagnostic imaging, psychology and health informatics) through interactive methodologies; and to evaluate the students' perception of the unit. Methods: Action-research was done, involving 76 teachers and 125 third-year medical students. Monthly meetings were held between the coordinators for the implementation and follow-up of the interactive methodologies, which consisted of integration of theory and practice, implementation of a joint discussion of clinical cases, a holistic view of the patient and their problems, collaboration and communication between teachers, joint classes, and integrated evaluation with the process of learning and teaching in small groups. In addition, training workshops were held for the use of a Moodle platform by teachers and to design a page with the activities of the curricular unit. The evaluation of students' perceptions was performed through a voluntary and anonymous questionnaire with open questions (qualitative). All 125 students answered the questionnaire. A five-point Likert scale was used with a midpoint indicating intermediate or nullity, domain of discordance (values 1 and 2) and domain of accordance (4 and 5). The analysis of the data was made comparing their results with those obtained in the tests of the previous year. The Statistical Package for the Social Sciences (version 17.0, SPSS®, Chicago, IL, USA) was used in the statistical analyses. Results: Data analysis showed that there was a positive impact after the integration of the subjects and the introduction of interactive methodologies in the course. There was a significant improvement in performance, theoretical and practical, as measured by the scores obtained by the students, when compared to the students of the previous year (p <0.001). On the other hand, in open questions, students still mentioned heterogeneity among teachers and in the evaluation. They students also commented on the need for a continuous effort to improve and maintain the integration and to adjust their workload. Conclusion: The evaluation analysis supported the need to continue to implement teacher development, joint planning and the continuity of the articulation process. The integration of interactive methodologies was shown to improve student performance compared to the previous class in a Semiology Curric...

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“…No exaggeration, they are "thousands": just think of all the actions that result from the work of dozens (sometimes hundreds) of professors and hundreds (sometimes thousands) of students and staff, if we count those working in hospitals and health care services that directly or indirectly, interact with students and professors (Almeida, 2008). Hence the need for continuing education also in management.…”

Section: ) the Need For Qualified Professorsmentioning

confidence: 99%

The Role of Professors in Changing Medicine Programs

Souza¹,

Ros²,

Bicudo³

2017

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The new Medical Program curriculum guidelines led to the program restructure in Brazil. In 2001, PROMED (Program for the Encouragement of Curricular Changes in Medical Courses) was created, as a result of a partnership between the Ministry of Health (MS) and the Ministry of Education (MEC) to financially encourage medical schools to implement changes in 3 aspects. 1) Theoretical guidance (Production of knowledge as required by the Single Health System (SUS-free health care system for the population), 2) Post-Graduate Program and Continuing Education, Practices Scenarios Diversification of practice scenarios, 3) University services to serve the needs of SUS and Pedagogical Approach (Pedagogical change-student-centered, basic-clinical cycle integration). The purpose of this paper is to examine the role of professors in curriculum changes promoted by PROMED. Nineteen coordinators of medical programs that received PROMED resources were interviewed. The category: "The role of Professors" with 3 subcategories: The need for qualification of professors, adapting to change and the process under development. For a curriculum change to be consolidated it is necessary to overcome various barriers, as the starting point are ways, processes and teaching practices deeply rooted in some professors. And continuing education is essential for professors. They go from knowledge holder to learning facilitators, allowing students to learn by doing themselves.

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Gestão da escola médica: crítica e autocrítica

Abstract: A B S T R A C T

Cited by 11 publications

References 7 publications

Ser docente em métodos ativos de ensino-aprendizagem na formação do médico

Ser docente em métodos ativos de ensino-aprendizagem na formação do médico

Metodologias interativas para facilitar a integração da Unidade Curricular de Semiologia Humana (Interactive Methodologies to facilitate the integration of Human Semiology Curriculum Unit)

The Role of Professors in Changing Medicine Programs

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