Projeto pedagógico, abordagem pedagógica e cenários de prática: avaliação de tendências de mudanças em cursos da área da saúde
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2015-09-24
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Universidade Federal de Goiás
Resumo
This study aimed at knowing the changing trends in healthcare higher education at
the Federal University of Goiás, based on the aspects in accordance with the
National Curriculum Guidelines. This is a descriptive study carried out from 2013 and
2014, in which we used the method as proposed by the Committee for Assessment
of Healthcare Schools, of the Brazilian Association of Medical Education. Data was
collected from meetings involving professors, undergraduate students and
administrative staff from the Nursing School, School of Pharmacy, Medical school,
and Nutrition School, who accepted to participate in the investigation by responding
to the instrument of self-assessment in relation to the following axes: pedagogical
project, pedagogical approach and practical scenarios. The outcomes show that two
courses have innovative typology with traditional trends, and two other ones with
innovative typology with advanced trends. Even though we noted that the move
towards change in the educational process, concerning the pedagogical approach,
struggle to implement innovations of the pedagogical project such as the use of
innovative methodologies as well as the development of support and mentoring in the
activities. In practical scenarios, all courses are advanced, because they use the
health system units targeted to primary, secondary and tertiary attention, under the
supervision of professors and tutors. In addition, we noted that all courses are in the
process of changing their pedagogical projects, their pedagogical approach and their
practical scenarios, as in accordance with the National Curriculum Guidelines.
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ARAUJO, K. A. Projeto pedagógico, abordagem pedagógica e cenários de prática: avaliação de tendências de mudanças em cursos da área da saúde. 2015. 84 f. Dissertação (Mestrado em Ciências da Saúde ) - Universidade Federal de Goiás,Goiânia, 2015.