Breaking barriers: a competency-based framework for promoting the integration of the pediatrician’s education

Abstract

Objective: To describe the process of integration and revision of a pediatric program curriculum which resulted in the creation of a competency-based framework recommended in the Brazilian National Curricular Guidelines. Methods:Quali-quantitative analysis of an intervention evaluating the students and professors' perception of the pediatric program curriculum (focus groups and semi-structured interviews). Results were discussed during teaching development workshops. A competency-based framework was suggested for the pediatric program from the 3rd to the 6th year. The new curriculum was approved, implemented, and reevaluated six months later.Results: Twelve students (12%) from the 3rd to the 6th year participated in the focus groups, and 11 professors (78.5%) answered the questionnaire. Most participants reported lack of integration among the courses, lack of knowledge about the learning goals of the internships, few opportunities of practice, and predominance of theoretical evaluation. In the training workshops, a competency-based curriculum was created after pediatrics and collective health professors reached an agreement. The new curriculum was focused on general competency, learning goals, opportunities available to learn these goals, and evaluation system. After six months, 93% (104/112) of students and 79% (11/14) of professors reported greater integration of the program and highlighted the inclusion of the clinical performance evaluation. Conclusion:The collective creation of a competency-based curriculum promoted higher satisfaction of students and professors. After being implemented, the new curriculum was considered to integrate the teaching practices and contents, improving the quality of the clinical performance evaluation.J Pediatr (Rio J). 2011;87(6):529-34: Curriculum, competencybased education. ResumoObjetivo: Descrever o processo de revisão e de integração curricular de um programa de pediatria por meio da criação de uma matriz de competências referenciada nas Diretrizes Curriculares Nacionais. Métodos:Estudo quali-quantitativo de intervenção que avaliou a percepção de estudantes e docentes em relação ao currículo existente (grupos focais e entrevistas semiestruturadas). Discutiram-se os resultados em oficinas de desenvolvimento docente, o que propôs uma matriz baseada em competências para todo o programa de pediatria do 3º ao 6º ano. O novo currículo foi aprovado, implementado e reavaliado após 6 meses.Resultados: Doze estudantes (12%) do 3º ao 6º ano participaram dos grupos focais, e 11 dos 14 professores (78,5%) responderam ao questionário. A maioria referiu falta de integração entre as disciplinas, desconhecimento dos objetivos de aprendizagem dos estágios, poucas oportunidades de práticas e avaliação predominantemente teórica. Nas oficinas de capacitação, foi criada uma matriz curricular integrada por competências após a pactuação entre professores da pediatria e da saúde coletiva. A matriz destacava a competência geral, os objetivos de aprendizagem, oportunidades disponíveis para a...