Abstract
In Brazil, the National Curricular Guidelines (DCN) have determined that the medical professsional must act in the primary and secondary levels of attention and solve the prevalent health issues with quality. UNIPLAC’s medical course was created in 2004, enrolling 40 students per year, with an innovative methodological proposal of active teaching: the Problem-Based Learning (ABP). Furthermore, UNIPLAC’s medical course offers support scenarios of extreme importance to the students, such as Laboratory of Professional Practice (LPP) and Morphofunctional Laboratory (LMF). LPP promotes the learning of semiology skills, medical procedures, clinical laboratory and communication. The objective is to identify the student’s attendance in LMF. A quantitative and descriptive research was conducted through reading the LMF’s logbook between January 2004 and December 2012. The focus of the research was tutors and teachers who were in the coordination of the medical course. LMF is a privileged space for the development of the pedagogical approach based on problematization and integration of a several learning areas.
Highlights
In Brazil, the National Curricular Guidelines (DCN) have determined that the medical professional must act in the primary and secondary levels of attention and solve the prevalent health issues with quality
In addition to LMF and Laboratory of Professional Practice (LPP), there are other important learning scenarios, such as the Basic Health Units in which the students are included since the first year
Among individual standards of learning, these methodologies take into consideration characteristics such as the relationship of each student with the location, time, attendance and schoolmates, the way in which they take personal notes, the way of setting individual goals to be achieved, the reading skill, the critical thought, the analysis and synthesis, the decision about what, where and how to study, the profile of application of the diversity of sources and resources of learning, the self-motivation, and the capacity for self-evaluation (UNIPLAC, 2003)
Summary
In Brazil, the National Curricular Guidelines (DCN) have determined that the medical professional must act in the primary and secondary levels of attention and solve the prevalent health issues with quality. DCN comprise a set of doctrinal definitions regarding principles, foundations and procedures during training, guiding the courses in the organization, articulation, development and evaluation of their pedagogic proposals. DCN promote a general, humanist, critical, and reflexive training. The guidelines enable professionals for promoting integral health of the human being, as well as they are able for working on a team (Brasil, 2001). DCN foresee that the teaching-learning process is essential for developing the practice of health assistance. The medical course focuses teachings on basic care, targeting Brazilian Public Health in 100% of courses, just as graduate studies target basic care in large areas, allowing the development of research and permanent education of health professionals (Souza, Zeferino, & Da Ros, 2011)
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