Abstract
ABSTRACT Qualifying the medical profile to meet the population’s main health needs is a challenge for contemporary medical schools. In this process, the medical professor has a prominent place, since medical teaching practice is based on the production of models considered valid, previously learned, and the experience of medical practice. One questions, thus, the physician’s pedagogical aptitude to teach, since the professor-academic relationship occurs differently from the physician-patient relationship, starting from the need to understand which ways professors seek to acquire the teaching-specific skills. Objective To carry out an integrative review on the pedagogical training of physicians in the teaching context. Methods This is a non-observational, descriptive integrative review of the literature. Initially, we searched the databases at the Scientific Electronic Library Online (SciELO), Latin American and Caribbean Literature in Health Sciences (Lilacs), the US National Library of Medicine and the National Institutes of Health (PubMed) and the Cochrane Library with the help of the Boolean operator and the following descriptors: Health Human Resource Training; Faculty, Medical and Education, Medical, Continuing. The inclusion criteria were free, complete articles, published from 2012 to 2016, in Portuguese, Spanish and English. Results The search resulted in 24 articles those discuss the research theme. After exhaustive reading of the articles found, only five converged and answered the guiding question raised in the initial reflection. Teaching strategies and methodologies, as well as the evaluation of clinical supervision processes to construct the students’ technical knowledge appear as important topics on learning and teaching. In addition, these discussions raise professors’ need for continuing education programs, as well as the construction of evaluation tools for professors, tutors and preceptors. Conclusions This study highlights the continuous improvement in the professors’ pedagogical training and the development of permanent education programs and improvement of the faculty by the school.
Highlights
The medical training schools exert a great influence on the dynamics, organization and performance of the health services, since they are responsible for the training of the subjects who will work at them
Health services are organized to respond to the problems of health and suffering of the population, and schools exist to prepare professionals who, acting in the services, give solutions to the problems and health needs of the community involved[1,2]
According to the survey conducted by the Federal Council of Medicine (CFM), in the period from 2013 to 2015, the number of private medical courses in Brazil increased significantly, growing from 64 to 154 institutions
Summary
The medical training schools exert a great influence on the dynamics, organization and performance of the health services, since they are responsible for the training of the subjects who will work at them. The teaching previously based on the transmission of knowledge, in which the professor is the specialist in the subject and the student only observes, no longer adapts to the training needs of health professionals nowadays[4] Considering that these educational transformations are essential to the medical courses, the faculty is the structural base on which the changes necessary to the formation of professionals of the area within the process of modification of the medical school must be instituted. The professor’s role acquires new contours, since, in addition to the training of human resources in quality health, he/she acts efficiently to improve the already-existing health services This further expands the need to invest in the training and development of the medical professor[5]. This work aims to carry out an integrative review on the pedagogical training of physicians in the teaching context, starting from the following guiding question: how has been the pedagogical preparation of physicians to act as professors in the medical course?
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