Projeto Fellows: Habilidades de Educação para Estudantes das Profissões da Saúde

Abstract

New information technologies have produced profound changes in education and society. All knowledge areas have been constantly reinvented, readjusted and recreated to fit the changing demands of professional practice. Education in the health professions has also followed this trend. It is now clear how students, the future educators, are involved in this transformation and have been vectors of these changes. In parallel, the new curricula for health professions courses presuppose the active participation of students in their own training and in the training of their peers. This new way of teaching, which privileges teamwork, peer learning, interdisciplinarity, and autonomy, stimulates and demands this leadership role from students. Active student participation in undergraduate educational activities has several benefits: it favors learning; interpersonal relationships; acquiring skills in communication, mentoring, leadership, research, and management and develops social accountability. Undergraduate students in the health professions, even at the earliest stages of their education, make their choices and direct their interest to the area of knowledge they desire in professional life. When this choice falls on a specific area of health, they find, at the undergraduate level, ways to begin to develop their knowledge and skills in clinical practice, surgery, pediatrics, laboratory research, public health and other areas, but find no support for training when they intend to be future teachers. In this context, the FELLOWS Project emerged, proposed and carried out by medical students, a blended learning teaching development project that aims to train and improve education skills for students of the health professions, herein presented as an experience report. In 2017 the project took place from April to October, in monthly nighttime meetings, and eventually on Saturdays. It was conducted by four medical students (coordinators), two supervising local teachers and had collaborators from other medical education institutions. In 2018 the educational activities were held exclusively by students/resident coordinators and supervising teachers through two immersion sessions (Friday, Saturday and Sunday), separated by a 4 month-period, during which an education project was prepared, created in groups of six students accompanied by a tutor and a coordinator. The activities of the FELLOWS Project follow the National Curriculum Guidelines for the Undergraduate Medical Course of 2001 and 2014, meet the demands of health education in Brazil and respect the desired profile of the professional graduate, with social accountability. It offers contact with and progressive skills of communication and competencies for teaching, using active teaching-learning methodologies, teamwork, the use of digital technologies, exercising oral and written communication and creativity for innovation. The FELLOWS Project implementation process has brought direct benefits to the organizers and participants and indirect benefits to the educational institutions to which they belong, as it involved knowledge production, student engagement and social accountability.

Cross-cultural adaptation of the EFFECT questionnaire into Brazilian Portuguese

“…Over the past few decades, profound changes have occurred in the medical education scenario, such as the introduction of new teaching and assessment techniques, as well as changes in the profile and involvement of university students 45 . These belong to "Generation Z" and grew up immersed in this reality of technological innovations 46,47 .…”

“…For this generation, it is necessary to use student-centered methodologies, favoring collaboration, interdisciplinarity, autonomy and critical and citizen education, supporting the acquisition of communication, leadership, research and management skills 46 .…”

Adaptação transcultural do questionário EFFECT para português brasileiro

“…de inovações tecnológicas 46,47 . Para essa geração, é preciso utilizar metodologias centradas no aluno, privilegiando a colaboração, a interdisciplinaridade, a autonomia e a formação crítica e cidadã, de modo a favorecer a aquisição de habilidades de comunicação, liderança, pesquisa e gestão 46 .…”

O futuro da Educação na Universidade: avanços possíveis e necessários

“…Em artigo publicado pelo Times Higher Education em 2017, David Mathews nos traz um estudo que indica que uma parcela significativa de professores não adere a mudanças em sua forma de ensinar por não se sentirem confortáveis para inovar em seu ambiente de trabalho e pelo receio de parecerem estúpidos, diante de seus estudantes 6 . A parceria com os estudantes na formação de docentes, e dos futuros docentes, pode proporcionar uma experiência exitosa, como visto no programa de Educadores do Amanhã, da UNI-CAMP 7 e FELLOWS da PUC-SP 8 .…”