"New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program

Detalhes bibliográficos
Autor(a) principal: Gontijo, Dyelle Hingrid Gonçalves
Data de Publicação: 2022
Outros Autores: Voigt, Caroline Borba, Fonseca, Graciela Soares
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/26980
Resumo: Introduction: Medical education is constantly changing in order to train medical professionals capable of intervening in the current needs of Brazilian health. In Brazil, this changing process was driven by Mais Médicos Program and the new National Curriculum Guidelines for medicine undergraduate. Objective: This study aimed to describe the perception of professors acting in an undergraduate medical program aligned with the Mais Médicos Program with regard to the "new" medical education in Brazil. Methods: This is a qualitative study, in which 18 medical educators of the aforementioned course. Data collection occurred through individual narrative interviews based on a guiding script. Data analysis was conducted by Hermeneutic-Dialectic. The following categories of analysis emerged: the course Pedagogical Course Project (PCP) and learning methodologies. Results: Among the difficulties for its curriculum implementation, there are cited the professionalization of the teaching role, the complexity of the activities, the scarceness of literature sources, and insecurity. These characteristics are added to the overcoming of the traditional undergraduate formation, which together diverge with the implementation of active teaching strategies, requiring medical trainers to be open to the changes that have been occurring in medical education. Conclusion: With this study, it was possible to identify professors' concerns and perceptions regarding the format of the course and its implementation process.
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spelling "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program“Nueva” formación médica: percepción de profesores de un curso de grado implementado desde el Programa Mais Médicos“Nova” formação médica: percepção dos docentes de um curso implementado a partir do Programa Mais MédicosFormação MédicaEducação SuperiorEducação de graduação em medicinaDocentes de medicina.Educación de Pregrado en MedicinaEducación SuperiorEducación de pregrado en medicinaDocentes médicos.Medical EducationHigher EducationEducation, medical, undergraduateFaculty, medical.Introduction: Medical education is constantly changing in order to train medical professionals capable of intervening in the current needs of Brazilian health. In Brazil, this changing process was driven by Mais Médicos Program and the new National Curriculum Guidelines for medicine undergraduate. Objective: This study aimed to describe the perception of professors acting in an undergraduate medical program aligned with the Mais Médicos Program with regard to the "new" medical education in Brazil. Methods: This is a qualitative study, in which 18 medical educators of the aforementioned course. Data collection occurred through individual narrative interviews based on a guiding script. Data analysis was conducted by Hermeneutic-Dialectic. The following categories of analysis emerged: the course Pedagogical Course Project (PCP) and learning methodologies. Results: Among the difficulties for its curriculum implementation, there are cited the professionalization of the teaching role, the complexity of the activities, the scarceness of literature sources, and insecurity. These characteristics are added to the overcoming of the traditional undergraduate formation, which together diverge with the implementation of active teaching strategies, requiring medical trainers to be open to the changes that have been occurring in medical education. Conclusion: With this study, it was possible to identify professors' concerns and perceptions regarding the format of the course and its implementation process.Introducción: La formación médica está en constante cambio para formar un profesional médico capaz de intervenir en las necesidades actuales de la salud brasilera. En Brasil, el proceso de cambio fue impulsado por el Programa Mais Médicos y las nuevas Directrices Curriculares Nacionales para la carrera de medicina. Objetivo: El objetivo de este estudio fue encuestar la percepción de los profesores vinculados a un curso de grado en medicina alineado con el Programa Mais Médicos con respecto a la "nueva" formación médica en Brasil. Metodología: Se trata de un estudio cualitativo, en el que participaron dieciocho (n=18) profesores de la mencionada carrera. La recolección de datos ocurrió a través de entrevistas narrativas individuales basadas en un guión. El análisis de datos fue realizado por Hermenéutica-Dialéctica. Resultados: Surgieron las siguientes categorías de análisis: Proyecto Pedagógico Curricular (PPC) del curso y metodologías de aprendizaje. Entre las dificultades para su implementación se mencionan la profesionalización del rol docente, la complejidad de las actividades, la escasa fuente de literatura y la inseguridad. Estas características se suman a la superación de la formación tradicional, que en su conjunto se oponen a la implementación de estrategias de enseñanza activa, exigiendo que los profesores estén abiertos a los cambios que se vienen produciendo en la formación médica. Conclusión: Con este estudio, fue posible identificar preocupaciones y percepciones sobre el formato del curso y su proceso de implementación.Introdução: A formação médica está em constante transformação a fim de construir um profissional médico capaz de intervir nas necessidades atuais da saúde brasileira. No Brasil, o processo de mudanças foi impulsionado por meio do Programa Mais Médicos e pelas novas Diretrizes Curriculares Nacionais para a graduação em medicina. Objetivo: O trabalho teve como objetivo levantar a percepção de docentes vinculados a um curso de graduação em medicina alinhado ao Programa Mais Médicos no que diz respeito à "nova" formação médica no Brasil. Metodologia: Trata-se de um estudo qualitativo, em que participaram dezoito (n=18) professores do referido curso. A coleta de dados ocorreu por meio de entrevistas individuais narrativas baseadas em um roteiro orientador. A análise de dados foi realizada pela Hermenêutica-Dialética. Resultados: Emergiram as seguintes categorias de análise: Projeto Pedagógico Curricular (PPC) do curso e metodologias de aprendizagem. Dentre as dificuldades para sua implantação, são citadas a profissionalização do papel docente, a complexidade das atividades, a escassa fonte de literatura e a insegurança. Essas características são somadas à superação da formação tradicional que juntas atritam com a implementação de estratégias de ensino ativo, necessitando que os docentes estejam abertos para as mudanças que vêm ocorrendo na formação médica. Conclusão: Com esse estudo, foi possível identificar inquietações e percepções no que tange ao formato do curso e ao seu processo de implantação. Research, Society and Development2022-05-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2698010.33448/rsd-v11i6.26980Research, Society and Development; Vol. 11 No. 6; e48511626980Research, Society and Development; Vol. 11 Núm. 6; e48511626980Research, Society and Development; v. 11 n. 6; e485116269802525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIenghttps://rsdjournal.org/index.php/rsd/article/view/26980/25425Copyright (c) 2022 Dyelle Hingrid Gonçalves Gontijo; Caroline Borba Voigt; Graciela Soares Fonsecahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGontijo, Dyelle Hingrid Gonçalves Voigt, Caroline Borba Fonseca, Graciela Soares 2022-05-13T18:04:10Zoai:ojs.pkp.sfu.ca:article/26980Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:51.722498Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
“Nueva” formación médica: percepción de profesores de un curso de grado implementado desde el Programa Mais Médicos
“Nova” formação médica: percepção dos docentes de um curso implementado a partir do Programa Mais Médicos
title "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
spellingShingle "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
Gontijo, Dyelle Hingrid Gonçalves
Formação Médica
Educação Superior
Educação de graduação em medicina
Docentes de medicina.
Educación de Pregrado en Medicina
Educación Superior
Educación de pregrado en medicina
Docentes médicos.
Medical Education
Higher Education
Education, medical, undergraduate
Faculty, medical.
title_short "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
title_full "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
title_fullStr "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
title_full_unstemmed "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
title_sort "New" medical education: perception of professor of an undergraduate program implemented from Mais Médicos Program
author Gontijo, Dyelle Hingrid Gonçalves
author_facet Gontijo, Dyelle Hingrid Gonçalves
Voigt, Caroline Borba
Fonseca, Graciela Soares
author_role author
author2 Voigt, Caroline Borba
Fonseca, Graciela Soares
author2_role author
author
dc.contributor.author.fl_str_mv Gontijo, Dyelle Hingrid Gonçalves
Voigt, Caroline Borba
Fonseca, Graciela Soares
dc.subject.por.fl_str_mv Formação Médica
Educação Superior
Educação de graduação em medicina
Docentes de medicina.
Educación de Pregrado en Medicina
Educación Superior
Educación de pregrado en medicina
Docentes médicos.
Medical Education
Higher Education
Education, medical, undergraduate
Faculty, medical.
topic Formação Médica
Educação Superior
Educação de graduação em medicina
Docentes de medicina.
Educación de Pregrado en Medicina
Educación Superior
Educación de pregrado en medicina
Docentes médicos.
Medical Education
Higher Education
Education, medical, undergraduate
Faculty, medical.
description Introduction: Medical education is constantly changing in order to train medical professionals capable of intervening in the current needs of Brazilian health. In Brazil, this changing process was driven by Mais Médicos Program and the new National Curriculum Guidelines for medicine undergraduate. Objective: This study aimed to describe the perception of professors acting in an undergraduate medical program aligned with the Mais Médicos Program with regard to the "new" medical education in Brazil. Methods: This is a qualitative study, in which 18 medical educators of the aforementioned course. Data collection occurred through individual narrative interviews based on a guiding script. Data analysis was conducted by Hermeneutic-Dialectic. The following categories of analysis emerged: the course Pedagogical Course Project (PCP) and learning methodologies. Results: Among the difficulties for its curriculum implementation, there are cited the professionalization of the teaching role, the complexity of the activities, the scarceness of literature sources, and insecurity. These characteristics are added to the overcoming of the traditional undergraduate formation, which together diverge with the implementation of active teaching strategies, requiring medical trainers to be open to the changes that have been occurring in medical education. Conclusion: With this study, it was possible to identify professors' concerns and perceptions regarding the format of the course and its implementation process.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-05
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26980
10.33448/rsd-v11i6.26980
url https://rsdjournal.org/index.php/rsd/article/view/26980
identifier_str_mv 10.33448/rsd-v11i6.26980
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26980/25425
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 6; e48511626980
Research, Society and Development; Vol. 11 Núm. 6; e48511626980
Research, Society and Development; v. 11 n. 6; e48511626980
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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