Gestão nas escolas médicas e sustentabilidade dos programas de desenvolvimento docente

Almeida, Maria Tereza Carvalho; Maia, Fernanda Alves; Batista, Nildo Alves

doi:10.1590/s1414-40772013000200004

“…In Brazil, a study showed that a few schools can promote long-lasting programs and Permanent Education (PE) (Almeida, Maia, & Batista, 2013). Among them are the ones by Marília Medical School with systematized practice and assured by continuous programs for their participants, and those with non-systematized practice in continuous programs (Faria, Nunes, Anastasiou, Sakai, & Silva, 2008;Francischetti et al, 2014).…”

Section: Resultsmentioning

confidence: 99%

Active Learning Methodologies: An Experience for Faculty Training at Medical Education

Francischetti¹,

Vieira²,

Pio³

et al. 2014

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When studying the implementation movement of active learning methodologies, especially the Problem Based Learning (PBL) at medical schools, it is considered that faculty training is of great relevance and is a weakness to be overcome. In this paper, an experience from a medical school is shared concerning the accession to PBL especially focusing the course on the faculty development during this process. The Faculty Development Program (FDP), made permanent in this institution, is presented, as well as its steps in 17 years of existence: strategies and guidelines for practical support. At first, faculty training programs were based on Continuing Education (CE) and Permanent Education (PE) demonstrating theoretical references and methodologies paying greater attention to the current process of Academic Permanent Education (APE). This study also describes the APE organization, potentialities and weaknesses rates and, following that, broadens reflection on challenges surrounding faculty training programs in medical schools. It is concluded that APE, when promoting operative group activities and active knowledge production, it supports and strengthens team work. When stimulating active attitude for personal and professional teacher growth, APE also collaborates for pedagogical, curricular and humanistic development of the higher education institute.

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“…The same was found in the analysis of the interviewees, in which they confirmed the positive view of the reform and the proposed teaching/learning model. As Almedia et al 21 identified in the analysis of teachers' perception regarding the management of medical schools that use active methodologies, it is very important that the managers stimulate and maintain this affirmative environment in relation to the proposed changes, so that they transform into a cycle of continuous renewal of the course.…”

Section: It Was Necessary and Urgentmentioning

confidence: 99%

“…However, as Costa et al 24 also demonstrated, the teachers are aware there is need to fill this gap. A series of factors may complicate the improvement in the teaching activity in the health area, among them the devalu-ing of the teaching activity, the lack of teaching professionalization, the devaluing of the teacher training of the medical teacher, the resistance to changes, and individualism 21,24 .…”

Section: (E1)mentioning

confidence: 99%

“…21 , which shows the difficulties faced in the integration required to implement a Medical course that had PBL as the central curricular axis. In this study, the interviews stressed the fundamental role of the managers who, in the view of the authors, must perform the role of evaluators of the process of implementing the changes, correcting its direction 21 . The teachers who experienced the previous curriculum report positive changes in student learning and in student work.…”

Section: Suggestions For Correcting Directionmentioning

confidence: 99%

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Avaliação da Reforma Curricular de um Curso de Medicina na Perspectiva dos Docentes

Pavan

¹

,

Senger

²

,

Marques

³

2019

Rev. bras. educ. med.

4

0

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In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

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“…Planning, managing and motivating the teachers for their activities so that they achieve the desired results requires the development of the leadership implied in this process, with participative management, greater investment in the teachers and preparation and application of continuous training programmes 15,21,29 .…”

Section: (E1)mentioning

confidence: 99%

Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

Pavan

¹

,

Senger

²

,

Marques

³

2019

Rev. bras. educ. med.

1

0

View full text Add to dashboard Cite

In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

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Gestão nas escolas médicas e sustentabilidade dos programas de desenvolvimento docente

Cited by 7 publications

References 6 publications

Active Learning Methodologies: An Experience for Faculty Training at Medical Education

Active Learning Methodologies: An Experience for Faculty Training at Medical Education

Avaliação da Reforma Curricular de um Curso de Medicina na Perspectiva dos Docentes

Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

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