Abstract
This cross-sectional case study investigates the curriculum implementation at the School of Medicine at the Universidade Federal de São Carlos (UFSCar), comparing the perspectives of the different participant types involved in this training (i.e., students, lecturers, and preceptors) and the programme goals. The sample included 22 lecturers, 55 students, and 16 preceptors. The researchers created a structured questionnaire based on study indicators extracted from the following aspects of the educational programme: teaching and learning process, integration of competency areas, teaching and learning scenarios, integration of theory and practice, and assessment. A Likert scale with four response options was used to score the respondents' choices. The participants answered the questionnaire online, and the responses were entered into a MySQL database. Using this database, an analysis was conducted based on the subjects' responses and the indicators. Comparative analysis was performed using the bootstrap method for responses and analysis feasibility with a 5% empirical significance level. The teaching and learning process, integration of theory and practice, and assessment indicators were in agreement with the educational programme, while integration of competency areas and teaching and learning scenarios require greater attention to establish consistency with the educational programme and training qualifications.
Highlights
The medical education programme at Universidade Federal de Sao Carlos (UFSCar) in Brazil has an innovative competency-based curriculum
The professional practice simulation (PPS) consists of two curricular activities: professional practices simulation activities (PPSAs), in which students primarily work with simulated patients, and problem situations activities (PSAs), in which cases written by lecturers are used to simulate professional practice
The distribution of activity time according to curricular activity was as follows: 43% in PPSA, 35% in PSA, and 22% in PP
Summary
The medical education programme at Universidade Federal de Sao Carlos (UFSCar) in Brazil has an innovative competency-based curriculum. The programme uses an integrated curriculum and active methods, such as problembased learning (PBL) and practice-based learning [1]. UFSCar graduates are trained in 3 areas of medical practice competency: health (individual and collective), management (work organisation and care management), and education. This six-year course has three educational units: professional practice (PP), professional practice simulation (PPS), and elective. The PPS consists of two curricular activities: professional practices simulation activities (PPSAs), in which students primarily work with simulated patients (using actors provided by the school), and problem situations activities (PSAs), in which cases written by lecturers are used to simulate professional practice
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