Processo autoavaliativo do desenvolvimento docente em escolas médicas brasileiras: espelhos e reflexos nas percepções dos atores institucionais

• Autor(a) principal: Silva, Fabiana Aparecida da
• Data de Publicação: 2016
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6955
• topic: Educação médica; Docente; Ensino; Medical education; Faculty; Teaching; CIENCIAS DA SAUDE

The facult development in medical schools has become one of the focus for consolidation and re-elaboration of medical courses to meet the current National Curricular Guidelines. The objective of this thesis was to analyze the perception of teachers, students and administrative technicians, called institutional actors, on the facult development in Brazilian medical schools from a self - assessment process. This is a descriptive and exploratory study with a qualitative approach. The data were obtained from a national evaluation of the trends of changes in medical schools conducted in 2013 by the Commission for Evaluation of Schools of the Health area of the Brazilian Association of Medical Education and interpreted according to content analysis. Forty-one medical courses were evaluated, using the method of evaluation of medical schools "Method da Roda", which has five thematic axes: World of Work, Pedagogical Project, Pedagogical Approach, Scenarios of Practice and Teaching Development. Each axis has corresponding vectors. In this thesis, the institutional actors' responses to the Teaching Development Axis and its four vectors were analyzed: (1) didacticpedagogical training, (2) technical-scientific updating, (3) participation in care services and ) Managerial capacity. The analysis of all the categories that emerged from the data revealed that recognized and institutionalized training processes are still scarce. Medical schools have limitations to recognize the importance of the institutionalization of teacher training programs, and when these processes are offered, the adherence of teachers is low, indicating the distance between the training proposals and the actual needs of the teacher. The integration of the school and the teaching participation in the local health system are still incipient, with some actions showing a discrete integration, however decontextualized of its political and social importance. Most medical schools do not promote managerial training, but recognize their importance, indicating the need to institutionalize teacher development programs that address competency-based management and its attributes: knowledge, skills, and attitudes. The process of self-evaluation was participatory and collaborative, providing a moment in which those involved could visualize and analyze the reflexes of their actions. The CAES assessment can be compared to an "institutional mirror" that reflects the actions of actors who (re) build medical schools. It is concluded that the training processes for health professionals need to be institutionalized and that their elaboration and planning should involve the teachers to awaken the group's sense of belonging, considering their individuality and historicity.