Desenvolvimento docente nos cursos de medicina: um campo fecundo

Rêgo, Cinthia; Batista, Sylvia Helena Souza da Silva

doi:10.1590/s0100-55022012000500005

Cited by 14 publications

(12 citation statements)

References 11 publications

(19 reference statements)

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“…This phase, according to the author, suggests that the most professionals have as tonic the motivation and the dynamism, the need to contribute to the reshaping of the system 13 . These results indicate that the investment, in development of teaching, during this phase can be decisive for the group approaching more and better of teaching, expanding the practice issue and oriented to the SUS 31 .…”

Section: Discussionmentioning

confidence: 91%

Características e desafios docentes na supervisão de estágio em fonoaudiologia

Lima

Vilela

2014

Rev. CEFAC

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Section: Discussionmentioning

confidence: 91%

Características e desafios docentes na supervisão de estágio em fonoaudiologia

Lima

Vilela

2014

Rev. CEFAC

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“…Outras escolas médicas com currículos que privilegiam metodologias ativas e que se preocupam com a inserção de conteúdos de saúde mental numa visão holística dos pacientes organizam a matriz curricular com a inserção vertical ao longo de todo o curso médico 20,21 . É possível inferir que, se numa escola médica como a FCMS da PUC-SP, onde há grande preocupação em introduzir e fixar estes conteúdos, encontrou-se esta dissintonia, como será o currículo real de escolas médicas de cursos tradicionais que privilegiam aulas magistrais para grande número de alunos?…”

Section: Discussionunclassified

Grupo Tutorial e a Saúde Mental no Ensino Médico

Cliquet

Rodrigues

2016

Rev. bras. educ. med.

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“…In institutions that propose making curricular changes, it is common for teachers to have a certain difficulty in regard to evaluation, as demonstrated by Alves et al 14 . It is necessary to be clear that the professional development processes are indispensable for the intended changes to be successful and it is important that they are included in the context of the institution and take place in a permanent way 13,29,30 .…”

Section: (E1)mentioning

confidence: 99%

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

Pavan

Senger

Marques

2019

Rev. bras. educ. med.

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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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Desenvolvimento docente nos cursos de medicina: um campo fecundo

Cited by 14 publications

References 11 publications

Características e desafios docentes na supervisão de estágio em fonoaudiologia

Características e desafios docentes na supervisão de estágio em fonoaudiologia

Grupo Tutorial e a Saúde Mental no Ensino Médico

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

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