Ively Guimarães Abdalla

Desenvolvimento docente e a formação de médicos

Based on the results obtained in the self-assessment performed by 28 medical schools (MS) making part of the Project Evaluation of Change Trends (Caem/Abem), this paper examines the behavior of medical schools according to the predominant alternatives (traditional, innovative, progressive) with regard to the four vectors comprising the axis Teaching Development: Pedagogical Training; Technical-Scientific Up-Dating; Participation in Assistance Services and Management. Although half of these MS consider themselves traditional, the group recognizes the importance and influence of this axis in the medical education process, considering it essential for supporting the implemented changes and ensuring interaction between University, Health Services and Community from the perspective of integrality. For this group of 28 medical schools, the axis Teaching Development is very far from the recommendations of the National Curriculum Guidelines.

Cenários de prática e a formação médica na assistência em saúde

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.

Tendências de mudanças em um grupo de escolas médicas brasileiras

The purpose of this study of Caem/Abem conducted in a group of twenty-eight Brazilian medical schools was to show the trends in the changes made for meeting the National Curricular Guidelines and consolidating the Brazilian Health System and represents the first stage of the Project for evaluating the change trends in the undergraduate courses of the Brazilian medical schools. The schools answered the self-evaluation instrument according to the proposed methodology. The results show that the course is perceived as inter-relation of five main axes: the world of work, the pedagogical project, the pedagogical approach, sceneries of practice and qualification of teachers. In the perception of their social actors, the greater part of the schools of this group (75%) can be classified as advanced and innovative, strongly tending to the transformations commended for the health sector. The item Qualification of Teachers shows minor advances than the others, indicating in this moment of the process a disproportion in the dynamics of actions for consolidating the changes. It shows the need for deepening the study by developing evaluation processes and constructing qualitative and quantitative indicators that allow identifying and monitoring the changes.

Projeto pedagógico e as mudanças na educação médica

This paper describes the results of the first moment of the Caem/Abem project as refers to the axle Pedagogical Approach, one of the five axles relevant for evaluating the change trends in the medical school. It analyzes how the actors involved in the undergraduate course perceive and situate the school in the society by establishing its political and pedagogical mission. When classifying the group of 28 studied medical schools according to one of the three alternatives (traditional, innovative, advanced), this axle shows in the first place an advanced situation followed by innovative in the second place as refers to the vectors Biomedical and Socio-Epidemiological profile of the future professional and application of technology. With regard to the vectors focusing production of knowledge, the schools show difficulties in producing and extending the research lines beyond the biomedical areas. It also seems hard for them to articulate undergraduate and graduate courses and permanent education with view to the health needs of the population.

Projeto de avaliação de tendências de mudanças no curso de graduação nas escolas médicas brasileiras

The Project for evaluating change trends in the undergraduate course of Brazilian medical schools proposed by the Evaluation Commission of Medical Schools (Caem) of the Brazilian Association of Medical Education (Abem) arose from the need to assess and follow up the changes occurring in the medical schools after national and international movements that recommended that the education of the medical professional should be adapted to the current health demands, especially in Brazil after the homologation of the National Curricular Guidelines for the medical undergraduate course. Composed by professors, students and specialists in the subject, the Caem discussed and approved the project based on the thesis that adopted five relevant conceptual axes in medical education - working world, pedagogical project, pedagogical approach, sceneries of practice and teaching development. The project proposes a work in three steps to be carried out in the schools: 1) application of the self-assessment instrument with analysis of data by the Commission and feedback to the schools; 2) approximation of change trends pointed out by the schools and identification of involved social actors as well as construction of indicators allowing to verify and follow up the changes, and 3) systematization and presentation of data and elaboration of the report according to the principles of National System for Evaluation of Higher Education (Sinaes). This article shows the details of the project and the resulting adhesion of the schools when it was launched in 2006.

Desafios do ensino de psicologia clínica em cursos de psicologia

The aim of this study is to analyze the challenges and difficulties found in the teaching of clinical psychology in the psychology undergraduation courses, based on the data collected in a research carried out in the Universidade Federal de Sao Paulo (UNIFESP). It was observed that the professional practice must be developed based on the articulation between the theoretical content and the reality where the student will work. The practice as a structural axis allows the student to learn in a real situation established with the patient. Individuals realize the need of changes in the conception of the clinical psychologist education. Data showed that the need of new curricular guidelines is in accordance with the change that happens now in the clinical psychology teaching, that points out that praxis must aim the articulation between the clinical practice and the social life. The professional nowadays needs to understand this clinical practice based on the theoretical referentials, which have subjectivity as a result of the social and historical construction.

Attitudes of Brazilian epileptologists to discussion about SUDEP with their patients: Truth may hurt, but does deceit hurt more?

Universidade Federal de Sao Paulo EPM UNIFESP, Disciplina Neurol Expt, Escola Paulista Med, Sao Paulo, Brazil

Sudden unexpected death in children with epilepsy: Hearing from parents

Universidade Federal de Sao Paulo EPM UNIFESP, Escola Paulista Med, Disciplina Neurol Expt, Sao Paulo, Brazil

O ensino de Psicologia Clínica na graduação: uma análise a partir de psicólogos clínicos docentes e não docentes

Ively Guimaraes AbdallaEste estudo analisa, na otica de psicologos clinicos docentes e nao docentes, o ensino dePsicologia Clinica na Graduacao. Em sua primeira parte, apresenta reflexoes teoricas sobre ahistoria da constituicao da Psicologia no Brasil, a legislacao sobre o ensino superior, o ensinode Psicologia na graduacao. Como metodo de aproximacao ao objeto de estudo, foi desen-volvida uma pesquisa com abordagem qualitativa. Utilizou-se entrevista semi-estruturada apartir de nucleos direcionadores, com 20 psicologos em atividade clinica, 10 nao docentes e 10docentes. Os dados foram trabalhados pela analise de conteudo onde identificamos unidadesde registro e de contexto que geraram categorias de analise. Os resultados confirmam queestamos num momento de transicao de paradigmas no ensino superior e, por consequencia,num movimento de mudanca para atender as novas propostas das politicas governamentaisvigentes. Nesse trabalho a grande maioria dos sujeitos sinaliza para as transformacoes quecremos necessarias para o ensino de Psicologia, mais especificamente na area clinica. A prepa-racao para o exercicio profissional, durante a graduacao, deve ser desenvolvida pela maiorarticulacao entre o arcabouco teorico necessario para esse fazer profissional e a realidade emque o aluno ira atuar. Neste sentido, tomar a pratica como eixo estruturante do processopossibilita que o aluno aprenda numa situacao concreta que se estabelece com o cliente. Ospsicologos docentes percebem a necessidade de mudanca na concepcao do que e formar opsicologo clinico. Os dados coletados apontam que esta necessidade de reformulacoes curri-culares vai ao encontro desse movimento que ocorre na area da clinica, mais especificamenteno ensino de Psicologia Clinica. Acreditamos que a praxis do psicologo deve ser voltada parauma busca de articulacao entre a clinica e o social O novo profissional necessita analisar ocontexto em que o individuo esta inserido e compreender a clinica a partir de referenciaisteoricos que contemplem a nocao de subjetividade como resultante de uma construcao sociale historica.Orientador: Professor Doutor Nildo Alves BatistaDefesa de Dissertacao de Mestrado em Ciencias pelo Programa de Mestrado Ensino emCiencias, CEDESS/UNIFESP, em 22 de marco de 2007.Disponivel nas Bibliotecas: Cedess, Biblioteca da ABEMEndereco para correspondencia : Rua Borges Lagoa, 1341, terreo, Vila Clementino, Sao Paulo,CEP: 04038-034 email: ively@cedess.epm.br

Desafíos de la enseñanza de Psicología clínica en cursos de Psicología

The aim of this study is to analyze the challenges and difficulties found in the teaching of clinical psychology in the psychology undergraduation courses, based on the data collected in a research carried out in the Universidade Federal de Sao Paulo (UNIFESP). It was observed that the professional practice must be developed based on the articulation between the theoretical content and the reality where the student will work. The practice as a structural axis allows the student to learn in a real situation established with the patient. Individuals realize the need of changes in the conception of the clinical psychologist education. Data showed that the need of new curricular guidelines is in accordance with the change that happens now in the clinical psychology teaching, that points out that praxis must aim the articulation between the clinical practice and the social life. The professional nowadays needs to understand this clinical practice based on the theoretical referentials, which have subjectivity as a result of the social and historical construction.