Cenários de prática e a formação médica na assistência em saúde

• Autor(a) principal: Stella, Regina Celes de Rosa [UNIFESP]
• Data de Publicação: 2009
• Outros Autores: Abdalla, Ively Guimarães [UNIFESP], Lampert, Jadete Barbosa, Perim, Gianna Lepre, Aguilar-da-Silva, Rinaldo Henrique, Costa, Nilce Maria da Silva Campos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UNIFESP
• Texto Completo: http://dx.doi.org/10.1590/S0100-55022009000500007; http://repositorio.unifesp.br/handle/11600/4852
• topic: Medical education; program evaluation; education; medical undergraduate; Educação médica; avaliação de programas; educação de graduação em medicina

This paper presents and analyzes the results of the self-assessment performed by 28 Brazilian medical schools (BMES) participating in the project elaborated by the Commission of Evaluation of the Medical Schools of the Brazilian Association of Medical Education, with regard to the axis Sceneries of Practice, one of the five relevant axes in the education of the medical professional. This axis comprises three vectors: the setting for medical practice used by the school; learning, and the chance to live the spontaneous demands of health assistance in practice. As refers to the vector setting used for practice, 75% of the schools use mainly primary, secondary and tertiary care units of the health system, another 25% use predominantly the secondary care hospital and the outpatient unit of the proper institution. With regard to participation of the teaching body, 75% affirm providing extensive participation under the guidance of the professors in different practical settings and the rest provides selected and partially supervised activities. With regard to the vector Sceneries for Practice, 25% of the schools only offer practical training linked to the department and specialties/disciplines, one third offers practical training covering different programs and nearly half of the schools (43%) offer practical training throughout the course utilizing the services in all care levels in an integrated way. Not always the justifications and evidences corresponded to the situation of innovation or transformation of the curricula as perceived by the schools.