Graduação Em Saúde, Uma Reflexão Sobre Ensino-Aprendizado

Abstract

Resumo O ensino superior em saúde exerce papel fundamental na sociedade porque os egressos dos cursos ofertados na área serão os futuros prestadores de assistência à população. O objetivo deste estudo foi analisar publicações na literatura a respeito da graduação na área da saúde, cuja metodologia foi uma revisão narrativa, com 51 materiais selecionados na base de dados da Biblioteca Virtual em Saúde (enfocados na graduação, metodologias de ensino e relação teoria-prática). Os resultados mostraram a importân-cia de atrelar teoria e prática e divergências em relação às metodologias de ensino, com a necessidade de um olhar crítico sobre elas, além de fragilidades na formação pedagógica de docentes. Conclui-se que o dissenso quanto às metodologias de ensino e a preocupação com a formação de discentes e docentes mostra a necessidade de realizar debates de modo a socializar experiências e ideias nesse importante campo do conhecimento que deem respostas às necessidades sociais. Palavras-chave ensino superior; instituições de ensino superior; atenção à saúde. AbstractHigher education in health plays a fundamental role in society because the graduates of the courses offered in this area will be the future providers of care to the population. This study aimed to analyze publications in the literature regarding undergraduate work in health, the methodology of which was a narrative review, with 51 stories selected in the Virtual Library in Health database (focused on undergraduate education, teaching methods, and the theory-practice relation). The results showed the importance of connecting theory and practice, the differences in teaching methodologies -which must be analyzed critically -, and the weaknesses in the pedagogical training of teachers. It was concluded that the dissent with regard to the teaching methodologies and concern with the training of teachers and students shows the need for discussions to socialize experiences and ideas in this important field of knowledge and to meet social needs.

Representações de profissionais residentes acerca das estratégias pedagógicas utilizadas no processo formativo da residência multiprofissional

“…In summary, the pedagogical strategies used in the Multiprofessional Health Residency training process as a formulation are consistent with professional training which is not limited to knowledge, but seeks to aggregate knowledge from different fields as a way to overcome obstacles and provide universal, equitable and comprehensive healthcare (24) . However, as a practice and considering its context of internalizing and decentralizing the training process, there are several challenges that must be faced wisely while maintaining a focus on training professionals with knowledge, skills, values and attitudes in order to attend the needs of the population.…”

“…The shortcomings pointed out so far reveal that there are no complete/perfect ways of conducting the teaching--learning process, which should be built with educators, learners, responsible bodies and organized society, constituting vocational training based on new concepts and on ethical principles and self-criticism (24) .…”

A educação interprofissional e a temática sobre o envelhecimento: uma análise de projetos pedagógicos na área da Saúde

“…Professional health education plays an important role in society, considering students of the existing courses will be future workers who will provide healthcare to the population 34 . Consequently, elderly healthcare requires specific competencies to contextualize the aging process and the development of interprofessional work 35 .…”

Qualidade de vida de estudantes de fonoaudiologia

“…In view of the several adverse situations faced during the development and (re)construction of the teachinglearning process, it becomes necessary that educators, students, educational institutions and organised society for academic formation do not spend time and do not pass over the steps required to understand new concepts based on ethical principles, self-criticism and social responsibility in the interdisciplinary relations 29 .…”