Nilce Maria da Silva Campos Costa

Docência no ensino médico: por que é tão difícil mudar?

Although there is a recognized need for changes in medical teaching, professors have shown resistance to modifications. This review identifies the factors that limit changes in the teaching practice in medicine. Among the identified factors we emphasize the depreciation of the teaching activities and supremacy of research, the lack of professional identity, the deficient pedagogic education of the medical teacher, the resistance of the teaching body to changes and the individualism of university professors. It is necessary to stimulate permanent professional development of medicine professors as an instrument of re-creation and transformation of the teaching practice.

Revisitando os estudos e eventos sobre a formação do nutricionista no Brasil

This article discourses upon the formation of nutritionists in Brazil, through a historical retrospective of Brazilian and Latin-American events and studies in which debates/discussions about the formation of this professional occurred. The first part of the article is dedicated to the historical formation of nutritionists, which is inserted in the formation of professionals for the health work market, in general, also a part of the formation of a capitalist market. Afterwards, a review of the events and studies about the theme was made, through which was possible to perceive the presence of characteristic moments as well as thematic issues among them. The article ends with a discussion of the insertion of nutritionists in a wider context of health professionals in the present moment of capitalist society.

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.

Percepção dos professores sobre o novo currículo de graduação da Faculdade de Medicina da UFG implantado em 2003

The Faculty of Medicine of the Federal University of Goias (Famed-UFG) established in 2003 a new curriculum for medical graduation, supported by the Program for the Encouragement of Changes in the Curriculum of Medical Schools (Promed). The aim of this study was to collect data regarding the opinion of the teachers about the new curriculum. As an instrument for collecting information we elaborated a questionnaire with objective and subjective questions, which was delivered to the professors of the first three years of the course. The greater part of teachers (77%) revealed to be in favor of the reformulation, mentioning as improvements more integration among disciplines, extension of the internship period and being adapted to the reality of the health system. Other points mentioned were the increased workload, the resistance to changes of some of the teachers and the need to improve the continued professional capacity building program offered by our school. Knowing how the teachers think about the new curriculum can in many ways be useful for its improvement and shows that studies of this kind are necessary to support the changes in the curriculums.

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.

The effect of educational intervention on the disease knowledge of diabetes mellitus patients

La prevencion de diabetes y sus complicaciones es un desafio para el equipo de salud. El objetivo de esta investigacion fue evaluar el efecto de accion educativa sobre el conocimiento de la enfermedad en pacientes portadores de diabetes tipo 2. Fue realizado ensayo clinico aleatorizado con 62 pacientes registrados en servicio de referencia en tratamiento de la hipertension arterial en 2010. Los datos fueron obtenidos a traves de un cuestionario aplicado a los grupos Intervencion (GI) y Control (GC), al inicio y al final del estudio. El GI participo de actividades educativas grupales, utilizando la metodologia problematizadora. Los resultados muestran un aumento significativo del conocimiento sobre la diabetes en pacientes del GI, en todas las cuestiones (p<0,05). En el GC, algunas alteraciones observadas, fueron mucho menores cuando comparadas al GI. Se concluye que fue posible elevar los conocimientos sobre la enfermedad por medio de realizacion de actividades educativas. Numero del Registro clinico, Identificador primario: RBR-58n26hDescriptores: Enfermeria en Salud Comunitaria; Educacion en Salud; Diabetes Mellitus; Autocuidado.Rev. Latino-Am. EnfermagemThe prevention of diabetes and its complications is a challenge for the healthcare team. The aim of this study was to evaluate the effect of educational action on the disease knowledge of patients with type 2 diabetes. A randomized clinical trial was conducted with 62 patients registered in a service of reference in the treatment of hypertension in 2010. Data were collected through a questionnaire applied to the Intervention (IG) and Control (CG) groups at the beginning and at the end of the study. The IG participated in group educational activities, using problematization methodology. The results showed a significant increase in knowledge about diabetes in the patients of the IG, in all the topics (p<0.05). In the CG, some changes were observed in knowledge, however, these were fewer when compared with the IG. In conclusion, it was possible to increase disease knowledge through the performance of educational activities. Clinical trial identifier: RBR-58n26h.

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.

Concepções sobre o bom professor de medicina

The pedagogical practice is universally regarded as the specific area of the teaching profession, and defining element of teacher professional identity. This study investigated the perceptions of medical professors of a federal institution of higher education about the characteristics of a good teacher. We used qualitative methodology, and the data were collected through a questionnaire and semi-structured interviews with teachers of the professional cycle of a medicine course. As characteristics of a good teacher stood out in this research scientific, pedagogical and relational/affective competences. These findings show that the faculty of medicine have already incorporated the notion that to be a good teacher is not enough to know the content of the course under their responsibility. Thus, it becomes important institutional investment in training courses in a didactic and pedagogic perspective of reflection on the teaching practice.

Formação pedagógica de professores de medicina

Este estudo objetivou investigar a formacao pedagogica de professores de medicina de uma universidade brasileira em relacao a realizacao, tipo, pontos positivos e negativos e saberes presentes na formacao. Trata-se de estudo descritivo-exploratorio, com abordagem qualitativa que utilizou como instrumentos de coleta de dados questionario com questoes abertas e fechadas e entrevista semiestruturada. A maioria dos pesquisados nao teve capacitacao em docencia, mas recebeu alguma formacao em disciplinas pedagogicas, cursadas em pos-graduacao. Os pontos positivos citados foram a atualizacao em metodos pedagogicos e a ampliacao da compreensao da area educativa, e os negativos foram pequena carga horaria, falta de atividades praticas e dicotomia entre conteudo teorico e ensino medico. Com base nos resultados, o estudo constatou a importância dos saberes da experiencia na formacao pedagogica dos professores estudados e apontou a necessidade de projetos institucionais de desenvolvimento docente que os considere como fonte de conhecimento profissional.This study examines the pedagogical training process of medical professors at a Brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. This is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. The majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses. Positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. Negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. The skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge.