Estratégias de ensino na formação médica: a importância da atuação docente
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Data
2021-05
Autores
Orientador
Hattge, Morgana Domênica
Banca
Martins, Silvana Neumann
Forneck, Kari Lucia
Lima, Elaine Rodrigues Ferreira
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As primeiras escolas de Medicina utilizavam um modelo de ensino tradicional, cujos currículos eram organizados por disciplinas oriundas de vários departamentos. Essa metodologia tradicional contribuiu no desenvolvimento de talentos e na formação de médicos tecnicamente bem qualificados, principalmente no tocante à especialização praticada nos limites do hospital. No entanto, no final do século XX, viu-se que essas habilidades já não eram mais suficientes para que os profissionais estivessem preparados para a realidade. Surgiram, então, duas novas abordagens no cenário da educação e da prática médica: a Medicina Baseada em Evidências, que volta-se para o âmbito clínico; e a Aprendizagem Baseada em Problemas, que direciona seus olhares para a esfera pedagógica. Trata-se de abordagens de ensino que focalizam a pesquisa como a principal fonte de conhecimentos. Sendo assim, surgiu a presente dissertação, que objetiva analisar as estratégias de ensino utilizadas pelos docentes do colegiado de Medicina da Faculdade AGES de Jacobina (BA), capazes de fomentar a autoaprendizagem dos acadêmicos e formar médicos pesquisadores. Este estudo classifica-se como exploratório, descritivo e de abordagem qualitativa. A coleta de dados se deu mediante a aplicação de um questionário semiestruturado aos docentes da graduação de Medicina de uma Instituição de Ensino Superior da Bahia. Os dados foram analisados com base em alguns pressupostos da técnica da análise de conteúdo (BARDIN, 2012), obedecendo-se às seguintes etapas: pré-análise, exploração do material, do tratamento dos resultados, interferência e interpretação. Diante dos resultados obtidos, pôde-se observar que os docentes se mostraram engajados com o currículo proposto pela instituição de ensino, visto que a grande maioria participa e/ou já participou de momentos de discussão para melhoria das práticas pedagógicas e aperfeiçoamento das estratégias de ensino pautado nas metodologias ativas. Também constatou-se que a principal vantagem da unidade curricular Medicina Baseada em Evidências está em oferecer ao profissional da saúde condições para a tomada de decisões de forma segura e embasada no que há de melhor em termos científicos na atualidade. Assim, fica evidente que essa unidade curricular poderia ter uma carga horária maior, para que os alunos aprimorem suas habilidades de busca de estudos científicos, o que certamente será fundamental no êxito em sua atividade profissional.
The first Schools of Medicine used a traditional teaching model, whose curriculum were organized by subjects from different departments. This traditional methodology contributed to the development of talents and the training of technically well-qualified doctors, mainly with regard to the specialization practiced within the confines of the hospital. However, at the end of the 20th century, it was seen that these skills were no longer sufficient for professionals to be prepared for reality. Then, occurs two new approaches emerged in the education and in the medical practice scenario: the Evidence Based Medicine, focused on the clinical scope; the Problem Based Learning, directed to the pedagogical sphere. These are teaching approaches that focus on research as the main source of knowledge. That said, this dissertation emerged, which aims is to analyze the teaching strategies used by the professors of the Faculty of Medicine of AGES, from Jacobina (BA), capable of promoting academic self-learning and training medical researchers. This study is classified as exploratory, descriptive and with a qualitative approach. The data collection took place through the application of a semi-structured questionnaire to professors in the undergraduate course of Medicine at a Higher Education Institution in Bahia. The data were analyzed based on certain assumptions of the technical analysis of the content (BARDIN, 2012), following these steps: pre-analysis, material exploration, treatment of results, interference and interpretation. Baised oh these results, it was observed that the teachers were shown to be engaged with the curriculum proposed by the educational institution, since the majority participates or has participated in moments of discussion to improve pedagogical practices and improvement of teaching strategies based on Active teaching-learning Methodologies. It was also found that the main advantage of the Evidence Based Medicine subject is to offer health professionals conditions to make decisions safely and based on the best in scientific terms nowadays. So, it is evident that this subject could have a longer workload, so that students can improve their skills in the search for scientific studies, which will certainly be fundamental in the success of their professional activity.
The first Schools of Medicine used a traditional teaching model, whose curriculum were organized by subjects from different departments. This traditional methodology contributed to the development of talents and the training of technically well-qualified doctors, mainly with regard to the specialization practiced within the confines of the hospital. However, at the end of the 20th century, it was seen that these skills were no longer sufficient for professionals to be prepared for reality. Then, occurs two new approaches emerged in the education and in the medical practice scenario: the Evidence Based Medicine, focused on the clinical scope; the Problem Based Learning, directed to the pedagogical sphere. These are teaching approaches that focus on research as the main source of knowledge. That said, this dissertation emerged, which aims is to analyze the teaching strategies used by the professors of the Faculty of Medicine of AGES, from Jacobina (BA), capable of promoting academic self-learning and training medical researchers. This study is classified as exploratory, descriptive and with a qualitative approach. The data collection took place through the application of a semi-structured questionnaire to professors in the undergraduate course of Medicine at a Higher Education Institution in Bahia. The data were analyzed based on certain assumptions of the technical analysis of the content (BARDIN, 2012), following these steps: pre-analysis, material exploration, treatment of results, interference and interpretation. Baised oh these results, it was observed that the teachers were shown to be engaged with the curriculum proposed by the educational institution, since the majority participates or has participated in moments of discussion to improve pedagogical practices and improvement of teaching strategies based on Active teaching-learning Methodologies. It was also found that the main advantage of the Evidence Based Medicine subject is to offer health professionals conditions to make decisions safely and based on the best in scientific terms nowadays. So, it is evident that this subject could have a longer workload, so that students can improve their skills in the search for scientific studies, which will certainly be fundamental in the success of their professional activity.
Descrição
Palavras-chave
Práticas pedagógicas; Metodologia ativa; Medicina baseada em evidências; Pedagogical practices; Active teaching-learning Methodologies; Evidence Based Medicine
Citação
LEAL, Rodrigo Andrade. Estratégias de ensino na formação médica: a importância da atuação docente. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 18 maio 2021. Disponível em: http://hdl.handle.net/10737/3162.