Reflexões e significados sobre competências docentes no ensino médico

Machado, Maria das Mercês Borém Correa; Sampaio, Cristina Andrade; Macêdo, Simone Moreira de; Figueiredo, Maria Fernanda Santos; Neto, João Felício Rodrigues; Lopes, Isabella Gomes; Leite, Maísa Tavares de Souza

doi:10.1590/s1414-40772017000100005

“…The students must understand the different roles the teacher can assume in the teaching institution and understand that, to adequately carry them out, they will need specific skills and knowledge to perform well in their teaching task. Thus, it is important that future teachers be strengthened in their didactic-pedagogical training considering the most common areas of teaching in the health area, with special attention to the appropriate use of teaching-learning methodologies; evaluation techniques; care practice; the technical-scientific development; the management; the cooperative work; multidisciplinarity and interdisciplinarity, which will improve their teaching development and better curricular functioning 10,11 .…”

Section: Program First Immersionmentioning

confidence: 99%

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

Caramori

¹

,

Mello

²

,

Barretto

³

et al. 2020

Rev. bras. educ. med.

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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.

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“…The comments on the lack of a consistent teacher development program are perceived most specifically in the evaluation of the learning of the student, where insecurity and difficulty predominate, as in the example of this statement: The know-how of the medical teachers is constructed commonly not on the basis of having educational-pedagogical training, but on their experiences as students, with their peers and with their own teaching practice, as found by Machado et al 15 , from the statements from university medical teachers themselves. In this regard, the teachers very clearly presented the difficulties faced with evaluation.…”

Section: (E1)mentioning

confidence: 99%

“…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] .…”

mentioning

confidence: 99%

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

Pavan

¹

,

Senger

²

,

Marques

³

2019

Rev. bras. educ. med.

6

0

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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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“…Planning, managing and motivating the teachers for their activities so that they achieve the desired results requires the development of the leadership implied in this process, with participative management, greater investment in the teachers and preparation and application of continuous training programmes 15,21,29 .…”

Section: (E1)mentioning

confidence: 99%

Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

Pavan

¹

,

Senger

²

,

Marques

³

2019

Rev. bras. educ. med.

1

0

View full text Add to dashboard Cite

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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Reflexões e significados sobre competências docentes no ensino médico

Cited by 11 publications

References 13 publications

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

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

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

Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

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