Apostas de mudança na educação médica: trajetórias de uma escola de medicina

Abstract

(c) O objetivo do estudo foi conhecer práticas de ensino-aprendizagem, arranjos institucionais e a participação de diferentes atores em curso de graduação em medicina na cidade de Sobral-CE. Trata-se de estudo qualitativo descritivo, que utilizou-se da entrevista individual e em grupo para coleta de dados. Foram participantes do estudo: coordenadores, discentes e docentes de uma escola pública de medicina. A análise do discurso foi a técnica de análise do material empírico. Os resultados mostraram que os discursos elencaram três apostas de mudança: currículo em módulos como inovação pedagógica, a estratégia da aprendizagem baseada em problemas, e a Estratégia Saúde da Família como eixo estruturante para a mudança na formação. Concluiu-se que os discursos colocam as técnicas pedagógicas em si como o centro do debate. A atenção básica à saúde aparece como espaço por excelência para o acolhimento e responsabilização na produção do cuidado. The study aimed to investigate teaching-learning practices, institutional arrangements, and the participation of different actors on the undergraduate course in medicine in the city of Sobral in the Brazilian State of Ceará (CE). It is a qualitative descriptive study collecting data from individuals and group interviews. The study participants were coordinators, faculty and students of a public medical school. Discourse analysis was the technique used for analysis of the empirical material. The results indicated three aspects in which the medical school placed its bets in order to change: curriculum in modules as a pedagogical innovation, the problem-based learning strategy, and the Family Health Strategy as a central axis for the educational change. It was concluded that the discourses place the pedagogical techniques per se as the center of the debate. Primary health care appears as the space par excellence for embracement and co-responsibility in the production of care.

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

“…In a study conducted by Teófilo et al 7 , organizing a Medical course by modules also appears as a complication for consolidating the curricular reform proposed by the Institution under study. These complications appear in the power relationships between the subjects, knowledge area and management levels.…”

“…The interdisciplinary model presupposes that the teachers from different areas inter-relate, seeking interfaces with specific knowledge and the desirable exchange and complementarity of know-how, requiring inter-personnel negotiations to be 13 in analysis of teachers' perceptions of PBL. This requires work and is demanding on the teachers, and, for these not to become demotivating factors, there needs to be recognition and recompense 7,13 . The comments made by the teachers in response to the open question in the questionnaire reinforce the data obtained in the closed questions.…”

“…Among the changes, those relating to the pedagogical model have been much discussed and introduced in many medical schools, transitioning from the traditional teaching model, centered on the teacher, based on the Flexner Report 3 , with basic and clinical (predominantly hospital) cycles, to a structured model based on the use of active teaching/learning methodologies, centered on the student, and also directed to primary health care 1,2 . Among the active methodologies, Problem-Based Learning (PBL) has been used and compared to the traditional medical education model [4][5][6][7][8][9][10] .…”

“…Among these, it is common for there to be certain resistance from the teachers with regard to the changes due to the possible impact on their daily activities. However, the participation of the teachers and their attitude towards the proposed reforms are critical for these to actually take place and to be continuously renewed in the quest to make any required adjustments 7,[13][14][15] .…”

Integração ensino-serviço no contexto das escolas médicas brasileiras: revisão integrativa

“…In 1993, the II World Conference on Medical Education, also in Edinburgh, proposed a new integration agreement between training institutions, health services and society. The main curricular reforms of the medical courses in Brazil were initiated, driven and influenced by this conference 10,[15][16][17] .…”