Processo autoavaliativo do desenvolvimento docente em escolas médicas brasileiras: espelhos e reflexos nas percepções dos atores institucionais
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2016-07-20
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Universidade Federal de Goiás
Resumo
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.
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SILVA, F. A. Processo autoavaliativo do desenvolvimento docente em escolas médicas brasileiras: espelhos e reflexos nas percepções dos atores institucionais. 2016. 138 f. Tese (Doutorado em Ciências da Saúde) - Universidade Federal de Goiás, Goiânia, 2017.