Avaliação de tendências de mudanças em escolas médicas goianas

• Ano de defesa: 2021
• Autor(a) principal: Rabelo, Eliane Consuelo Alves
• Orientador(a): Costa, Nilce Maria da Silva Campos
• Banca de defesa: Costa, Nilce Maria da Silva Campos, Lampert, Jadete Barbosa, Menezes, Ida Helena Carvalho Francescantonio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Ensino na Saúde (FM)
• Departamento: Faculdade de Medicina - FM (RG)
• País: Brasil
• Palavras-chave em Português: Educação médica; Currículo baseado em problemas; Docente de medicina; Avaliação institucional
• Palavras-chave em Inglês: Medical education; Institutional assessment; Problem-based curriculum; Faculty of medicine
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/11835

The present study sought to identify the typology of trend of changes in which two medical schools from Goiás (one public and one private), comparing these results to those obtained by the Comissão de Avaliação de Escolas da Área da Saúde / Associação Brasileira de Educação Médica in 2008 and 2013. This is a descriptive and exploratory study, qualitative and quantitative, along the lines of the Comissão de Avaliação de Escolas da Área da Saúde / Associação Brasileira de Educação Médica Medical Schools Evaluation Program, which proposes the use of the Método da Roda, through the realization of a focus group and the application of a self-assessment questionnaire course for data collection. The self-assessment was carried out in 2019, by institutional actors representing the two schools who answered the 17 questions related to the 5 conceptual axes present in the instrument: world of work, pedagogical project, pedagogical approach, practice scenarios and teacher development. The objective answers allowed identifying the school's typology (Traditional, Innovative with Traditional Tendency, Innovative with Advanced, Advanced Tendency). The justifications and evidence enabled the qualitative analysis of content according to Bardin. School 1 presented Innovative typology with an Advanced trend in 2008, Innovative with a Traditional trend in 2013 and, again, Innovative with an Advanced trend in 2019. It highlighted as strength the Pedagogical Project and Practice Scenarios axes and fragility the axes Teacher Development and Pedagogical Approach. School 2, on the other hand, showed advanced typology in 2013 and 2019, with the axes of Practice Scenarios and Pedagogical Approach with a greater advanced tendency, and the fragile World of Work and Teacher Development axes. Institutional self-assessment allowed us to identify a movement towards compliance with the National Curriculum Guidelines, with changes based on Pedagogical Project innovations and the regular use of varied practice scenarios, however, the lack of adequate teacher training persists as an obstacle to the movement of changes, even after the incisive guidelines of the new National Curriculum Guidelines.