Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa
Autor(a) principal: | |
---|---|
Data de Publicação: | 2017 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446 |
Resumo: | Introduction: To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice.Material and Methods: Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data – opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme – design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates.Results: The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum.Discussion: The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the curricula of their respective curricular units, as well as their alignment with the general objectives of the Mestrado Integrado em Medicina.Conclusion: In line with the literature of the specialty, pedagogical training in Higher Education, rather than aiming at the mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on the curriculum and on the pedagogical options of teachers. |
id |
RCAP_7cf194f606dc0772dcb2222f442a9ec4 |
---|---|
oai_identifier_str |
oai:ojs.www.actamedicaportuguesa.com:article/8446 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de LisboaFormação Pedagógica de Docentes Médicos: A Experiência da NOVA Medical School / Universidade Nova de LisboaFaculty DevelopmentEducationMedicalFacultyPortugalProfessional CompetenceSurveys and QuestionnairesTeachingCompetência ProfissionalEducação MédicaEnsinoFaculdade de MedicinaInquéritos e QuestionáriosPortugalIntroduction: To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice.Material and Methods: Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data – opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme – design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates.Results: The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum.Discussion: The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the curricula of their respective curricular units, as well as their alignment with the general objectives of the Mestrado Integrado em Medicina.Conclusion: In line with the literature of the specialty, pedagogical training in Higher Education, rather than aiming at the mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on the curriculum and on the pedagogical options of teachers.Introdução: Ser professor no ensino superior exige um esforço permanente de desenvolvimento de competências, nomeadamente de competências pedagógicas. São objetivos deste artigo descrever a formação pedagógica de docentes, oferecida pelo Gabinete de Educação Médica da NOVA Medical School e analisar o contributo desta formação para a reflexão dos docentes em torno do currículo e da prática pedagógica.Material e Métodos: Caracterização da formação pedagógica oferecida, entre 2010 e 2016, aos docentes da NOVA Medical School. Foram analisados dados de opinião recolhidos por questionário aplicado antes e depois da formação; planificações de aulas/módulos/cursos realizadas após a formação; questionário enviado aos regentes, em 2016, sobre o contributo da respetiva unidade curricular para o perfil de saída do Mestrado Integrado em Medicina do Gabinete de Educação Médica da NOVA Medical School.Resultados: No questionário pré-formação, as necessidades referidas pelos docentes relacionaram-se maioritariamente com a melhoria da prática pedagógica, a reflexão sobre o currículo e a partilha de experiências. Em termos globais, a formação foi avaliada como muito boa por 97% dos respondentes. As planificações elaboradas pelos docentes revelaram integração e aplicação dos conceitos abordados na formação. As respostas de 46 regentes (maioritariamente participantes em ações de formação do Gabinete de Educação Médica) evidenciaram um elevado grau de reflexão sobre os conteúdos e estratégias pedagógicas presentes nas respetivas unidades curriculares, bem como sobre o contributo destas para a consecução dos objetivos do Mestrado Integrado em Medicina.Discussão: Os resultados sublinharam a importância de uma formação pedagógica centrada na análise crítica do currículo e da prática pedagógica. Por outro lado, os produtos pedagógicos analisados revelaram grande domínio, por parte dos docentes, dos conteúdos e estratégias pedagógicas presentes nos currículos das respetivas unidades curriculares, bem como do seu alinhamento com os objetivos gerais do Mestrado Integrado em Medicina.Conclusão: Em consonância com o que veicula a literatura da especialidade, a formação pedagógica no Ensino Superior, mais do que visar a mera aquisição de técnicas, deverá, sobretudo, privilegiar espaços de reflexão conjunta sobre o currículo e sobre as opções pedagógicas dos docentes.Ordem dos Médicos2017-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfapplication/pdfapplication/pdfapplication/pdfapplication/pdfhttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446oai:ojs.www.actamedicaportuguesa.com:article/8446Acta Médica Portuguesa; Vol. 30 No. 3 (2017): March; 190-196Acta Médica Portuguesa; Vol. 30 N.º 3 (2017): Março; 190-1961646-07580870-399Xreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporenghttps://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/4968https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/5135https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/8890https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/8895https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/9077Direitos de Autor (c) 2017 Acta Médica Portuguesainfo:eu-repo/semantics/openAccessMarques, JoanaRosado-Pinto, Patrícia2022-12-20T11:05:31Zoai:ojs.www.actamedicaportuguesa.com:article/8446Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:19:35.933659Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa Formação Pedagógica de Docentes Médicos: A Experiência da NOVA Medical School / Universidade Nova de Lisboa |
title |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa |
spellingShingle |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa Marques, Joana Faculty Development Education Medical Faculty Portugal Professional Competence Surveys and Questionnaires Teaching Competência Profissional Educação Médica Ensino Faculdade de Medicina Inquéritos e Questionários Portugal |
title_short |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa |
title_full |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa |
title_fullStr |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa |
title_full_unstemmed |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa |
title_sort |
Pedagogical Professional Development of Medical Teachers: The Experience of NOVA Medical School / Universidade Nova de Lisboa |
author |
Marques, Joana |
author_facet |
Marques, Joana Rosado-Pinto, Patrícia |
author_role |
author |
author2 |
Rosado-Pinto, Patrícia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Marques, Joana Rosado-Pinto, Patrícia |
dc.subject.por.fl_str_mv |
Faculty Development Education Medical Faculty Portugal Professional Competence Surveys and Questionnaires Teaching Competência Profissional Educação Médica Ensino Faculdade de Medicina Inquéritos e Questionários Portugal |
topic |
Faculty Development Education Medical Faculty Portugal Professional Competence Surveys and Questionnaires Teaching Competência Profissional Educação Médica Ensino Faculdade de Medicina Inquéritos e Questionários Portugal |
description |
Introduction: To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice.Material and Methods: Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data – opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme – design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates.Results: The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum.Discussion: The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the curricula of their respective curricular units, as well as their alignment with the general objectives of the Mestrado Integrado em Medicina.Conclusion: In line with the literature of the specialty, pedagogical training in Higher Education, rather than aiming at the mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on the curriculum and on the pedagogical options of teachers. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-03-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446 oai:ojs.www.actamedicaportuguesa.com:article/8446 |
url |
https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446 |
identifier_str_mv |
oai:ojs.www.actamedicaportuguesa.com:article/8446 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/4968 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/5135 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/8890 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/8895 https://www.actamedicaportuguesa.com/revista/index.php/amp/article/view/8446/9077 |
dc.rights.driver.fl_str_mv |
Direitos de Autor (c) 2017 Acta Médica Portuguesa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos de Autor (c) 2017 Acta Médica Portuguesa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/pdf application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Ordem dos Médicos |
publisher.none.fl_str_mv |
Ordem dos Médicos |
dc.source.none.fl_str_mv |
Acta Médica Portuguesa; Vol. 30 No. 3 (2017): March; 190-196 Acta Médica Portuguesa; Vol. 30 N.º 3 (2017): Março; 190-196 1646-0758 0870-399X reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799130646655795200 |