Abstract
The National Curriculum Guidelines for achieving a medical degree value active teaching methodologies and the application of new teaching skills in the current setting. In this context, we consider that evaluation of teachers by students is an important tool for the development of education. Therefore, we aimed to identify students perceptions about the skills of medical school faculty of the Federal University of Amapá (UNIFAP) through the implementation of a cross-sectional and qualitative research from four focus group sessions, attended by 28 volunteer students from the first, second and third year of the course. Sessions were recorded and the content was analyzed in two stages using the Wordle.net platform and Bardin technique. Focal groups discussed five main topics: faculty teaching skills; academic planning; faculty skills evaluation by students; theory-practice integration and the teaching-learning process. In general, it was observed that all the students had similar ideas, but those with more years in the course showed greater mastery of subjects. Worth highlighting were the need to improve essential aspects of medical training and the importance of constant evaluation of this process.
Highlights
In 1990, in Brazil, medical schools distance from social requirements and professional medical graduates’ need for higher quality were used as a pretext to establish the Interinstitutional Commission for the Evaluation of Medical Education (CINAEM), which identified deficiencies in the conventional curriculum and in the current medical graduation process
Due to the problems highlighted, in 2001, the National Curricular Guidelines (DCNs) of Medicine were created and aimed to train professionals with skills related to comprehensive care provided to patients before the new technological setting and the development of the Unified Health System (SUS), as well as recommend the use of active teaching methodologies, favoring the development of students’ skills necessary to improve medical practice[1]
The research in question will be used later as a source of information for the construction of faculty evaluative tools, which will allow the identification of positive and negative aspects of the teaching practice, contributing to the accomplishment of measures that can improve the teaching-learning process and provide effective feedback to university medical faculty. This is a qualitative research developed with students of the medical course of the Federal University of Amapá (UNIFAP)
Summary
In 1990, in Brazil, medical schools distance from social requirements and professional medical graduates’ need for higher quality were used as a pretext to establish the Interinstitutional Commission for the Evaluation of Medical Education (CINAEM), which identified deficiencies in the conventional curriculum and in the current medical graduation process. Due to the problems highlighted, in 2001, the National Curricular Guidelines (DCNs) of Medicine were created and aimed to train professionals with skills related to comprehensive care provided to patients before the new technological setting and the development of the Unified Health System (SUS), as well as recommend the use of active teaching methodologies, favoring the development of students’ skills necessary to improve medical practice[1] In this new teaching perspective, faculty involved in the teaching-learning process assumes different positions when comparisons are made with the teaching practices required in a traditional curriculum, since DCNs establish that they should act as learning mediators and facilitators. PBL has been an important tool for the education of health professionals since the second half of the twentieth century, breaking with the paradigm of the educational focus, moving away from the teacher-centered to the student-centered rationale[4]
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