Pedagogical training of medicine professors

Abstract

This study examines the pedagogical training process of medical professors at a Brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. This is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. The majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses.Positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. Negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. The skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge. Formação pedagógica de professores de medicinaEste estudo objetivou investigar a formação pedagógica de professores de medicina de uma universidade brasileira em relação à realização, tipo, pontos positivos e negativos e saberes presentes na formação. Trata-se de estudo descritivo-exploratório, com abordagem qualitativa que utilizou como instrumentos de coleta de dados questionário com questões abertas e fechadas e entrevista semiestruturada. A maioria dos pesquisados não teve capacitação em docência, mas recebeu alguma formação em disciplinas pedagógicas, cursadas em pós-graduação. Os pontos positivos citados foram a atualização em métodos pedagógicos e a ampliação da compreensão da área educativa, e os negativos foram pequena carga horária, falta de atividades práticas e dicotomia entre conteúdo teórico e ensino médico. Com base nos resultados, o estudo constatou a importância dos saberes da experiência na formação pedagógica dos professores estudados e apontou a necessidade de projetos institucionais de desenvolvimento docente que os considere como fonte de conhecimento profissional.Descritores: Educação Superior; Ensino; Educação Médica. La formación pedagógica de profesores de medicinaEste estudio tuvo por objetivo investigar la formación pedagógica de profesores de medicina de una universidad brasileña en relación a la realización, tipo, puntos positivos y negativos y conocimientos presentes en la formación. Se trata de estudio descriptivo y exploratorio, con abordaje cualitativo que utilizó como instrumentos de recolección de datos un cuestionario con preguntas abiertas y cerradas y entrevista semiestructurada.La mayoría de los investigados no tuvo capacitación en docencia, sin embargo recibió alguna formación en disciplinas pedagógicas, cursadas en posgraduación. Los puntos positivos citados fueron la actualización en métodos pedagógicos y la ampliación de la comprensión...

The construction process of pedagogical knowledge among nursing professors

“…Margarida, at the same time as she highlights her permanent education, preparing her for teaching, exposes the lack of pedagogical preparation in initial professional education. Therefore, the knowledge source based on the reproduction of pedagogical models experienced during education was mentioned, in line with findings from other Brazilian studies (15)(16)(17) . This justifies the need for specific training in the teaching area as well.…”

The pedagogical training for nutrition professors from two higher education institutions in Goiânia

“…It is necessary that teachers develop a familiarity directly related to teaching, such as the educational-learning domain, and engage in it. As a result, the study highlights the need to develop reflective practice and that such training takes place in academic programs in the health area with more hours of study and greater importance (Costa, 2010).…”

“…This training should be adopted by higher education institutions as a priority with their teachers; in addition to establishing courses with this objective in the undergraduate programs in health, and especially in nutrition, since there is support via the Law and via the degree program Curriculum Guidelines (Costa, 2010).…”

Education for the unified health system: what do good professors do from the perspective of students?

“…Of these questions, we would like to seize especially the education of professors, who are key players in the process of change and have pedagogical disabilities in the health field, 3,4 little knowledge about the Brazilian national curriculum guidelines for undergraduate education in health, and sometimes, exhibit a resistance to the new educational model. 5 These findings alarm us, since it is inconceivable to think of education, especially in a background of change, without considering the role and contribution of the professors, as well as the implications of a dissonant understanding and/or deficient pedagogical education.…”