Um perfil do docente de medicina e sua participação na reestruturação curricular

Abstract

RESUMO A dificuldade em obter a adesão dos docentes de Medicina às reformas curriculares e pesquisas cor-Medical Faculty.-Curriculum.-Teaching.-Single Health System. ABSTRACT The difficulty in obtaining adherence by medical faculty members to curricular reform and related research has been a recurrent problem in Brazil, due to the non-professionalization of the faculty's role, complexity and diversity of teaching activities and scenarios in medical schools

Avaliação das resistências de docentes a propostas de renovações em currículos de graduação em medicina

“…No meio nacional, embora os docentes de cursos de Medicina reconheçam a necessidade de mudanças no ensino, apontam fatores gerenciais da universidade que impedem seu envolvimento, o que pode dificultar as capacitações descritas, notadamente se não se considerar a cultura que promove as identidades docentes 10,11 . Um seminal e recente estudo já apontara como o desenvolvimento docente se mostrava distante do preconizado pelas Diretrizes Curriculares Nacionais 12 .…”

Competências pedagógicas docentes sob a percepção de alunos de medicina de universidade da Amazônia brasileira

“…4) In line with the idea provided by focus groups, Zuljan 15 states that PBL requires continuous planning of the activities, requiring constant interactions between faculty in charge of different fronts, so that they occur in a sequenced and integrated way. In addition, Garcia and Silva 16 mention that academic planning must be combined with adequate infrastructure, for the effective development of activities. In general, it is understood that planning works as an important tool that provides students with a meaningful learning, because contents, deadlines and goals that will guide the activities developed are established and coordinated from it.…”

The Importance of Identifying Learning Styles in Medical Education

“…The performance of pedagogical approach in the classroom is often the common thread between the structural faculty and the students. Teachers perform the interface between students' needs and the educational objectives proposed by the educational institution 6 . We understand that teachers, when combining professional and pedagogical technical qualifications, contribute to students' formation, thus creating a strong program with good performance ratings.…”

“…Good teachers, far from being an abstraction, are an ongoing construct of the entire faculty committed with a vocational training that goes beyond mere learning procedures and techniques. They think, organize, and delineate pedagogical interventions centered around the complex dimension network that permeates their social role 6 .…”