| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.51 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Introdução: Perceber quais as características mais tidas como ideais num professor no ensino médico poderá trazer grandes benefícios para todos os envolvidos no processo educativo, tendo impacto inclusive numa melhor transmissão de conhecimentos. Existe já alguma bibliografia sobre este tema, mas é principalmente originária do continente da América do Norte ou da Ásia, sendo então urgente um estudo realizado no contexto cultural e de ensino de um país europeu.
O objectivo principal desta tese é então perceber quais são as características tidas como ideais num professor no ensino da Medicina por alunos e docentes na Universidade Beira Interior, assim como tentar perceber se existem grandes diferenças nas suas opiniões.
Metodologia: Foi realizado um estudo observacional e transversal, utilizando um questionário, com uma componente qualitativa e uma componente quantitativa. A amostra em estudo é composta pelos alunos do curso de Medicina da FCS – UBI e os docentes que leccionam estes alunos ou que são tutores nos hospitais e centros de saúde.
Nos métodos estatísticos, a componente qualitativa foi analisada através do método de “clustering” e para a componente quantitativa foi realizada uma análise estatística utilizando o software IBM SPSS.
Resultados: Na componente qualitativa foi possível observar alguma uniformidade nas escolhas de alunos e docentes. Os dois grupos concordam que o professor ideal deve ter boas capacidades comunicativas e dominar os conhecimentos que lecciona, sendo que os alunos dão mais relevância ao carisma e os docentes à exigência. Na componente quantitativa, existe uma uniformidade nas respostas nos 3 grupos em estudo quanto à opinião de que um docente de meio clínico deve ter características semelhantes a um docente de meio não clínico. Na parte de escolha das características médicas, humanas e docentes, não foram encontradas diferenças estatisticamente significativas entre os 3 grupos em análise. Naqueles que disseram que deveria haver diferença entre os dois tipos de docente, segundo os resultados, esta diferença é apenas na categoria das características médicas. Comparando opiniões de alunos de anos clínicos e alunos de anos não clínicos, pode-se verificar que não houve nenhuma diferença estatisticamente significativa entre os dois subgrupos.
Conclusão: Podemos concluir, que para a grande maioria das características, o perfil ideal de um professor em Medicina é de facto similar quer para alunos quer para docentes. Podemos também afirmar que parece não haver diferenças relevantes na percepção das características ideais num docente de meio clínico e de um docente de meio não clínico por parte dos grupos em estudo.
Introduction: Understanding which are the most wanted characteristics for a teacher to have in medical education may bring great benefits for all the people that take part on the educational process, having impact even on a better transmission of knowledge. There is already some literature about this issue, but it is mainly originated in North America or Asia. So it is important to make a study on a different cultural and educational context, in this case from an European country. The main objective of this dissertation is to understand which are the ideal characteristics seen on a teacher in medical education by students and teachers of Beira Interior University, as well as understand if there are great differences on their opinions about this issue. Methodology: A transversal and observational study has been made, using a survey, with a qualitative and quantitative component. The sample is composed by students from the course of Medicine of FCS-UBI and teachers that teach those students or are their tutors at the hospital. In the statistical methods, the qualitative component was analyzed through the "clustering" method and the quantitative component was analyzed using the IBM SPSS software. Results: In the qualitative component it was possible to observe some uniformity in the opinions of students and teachers. The two groups agree that the ideal teacher should have good communication skills and master the discipline that he teaches. Students give more importance to charisma and teachers prefer a demanding educator. In the quantitative component, there is also some uniformity in the opinions of the 3 groups in study that the clinical environment teacher and the non clinical environment teacher should have the same characteristics. Looking at the choices for medical, teacher and human characteristics, there are no statistically significant differences on the opinions of the 3 groups in study. Looking at the results, the ones that said that there must be some difference between the two types of teachers, this difference was only in the medical class of characteristics. Comparing the opinions of students from clinical years and non clinical years, we can see that there were no statistically significant differences between the 2 subgroups. Conclusion: We can conclude that for the great majority of the characteristics, the ideal teacher profile in Medicine is in fact similar for students as well as for teachers. We can also say that it seems that there are no relevant differences on the perception of the ideal characteristics on a clinical environment teacher and on a non clinical environment teacher, by the 3 groups in study.
Introduction: Understanding which are the most wanted characteristics for a teacher to have in medical education may bring great benefits for all the people that take part on the educational process, having impact even on a better transmission of knowledge. There is already some literature about this issue, but it is mainly originated in North America or Asia. So it is important to make a study on a different cultural and educational context, in this case from an European country. The main objective of this dissertation is to understand which are the ideal characteristics seen on a teacher in medical education by students and teachers of Beira Interior University, as well as understand if there are great differences on their opinions about this issue. Methodology: A transversal and observational study has been made, using a survey, with a qualitative and quantitative component. The sample is composed by students from the course of Medicine of FCS-UBI and teachers that teach those students or are their tutors at the hospital. In the statistical methods, the qualitative component was analyzed through the "clustering" method and the quantitative component was analyzed using the IBM SPSS software. Results: In the qualitative component it was possible to observe some uniformity in the opinions of students and teachers. The two groups agree that the ideal teacher should have good communication skills and master the discipline that he teaches. Students give more importance to charisma and teachers prefer a demanding educator. In the quantitative component, there is also some uniformity in the opinions of the 3 groups in study that the clinical environment teacher and the non clinical environment teacher should have the same characteristics. Looking at the choices for medical, teacher and human characteristics, there are no statistically significant differences on the opinions of the 3 groups in study. Looking at the results, the ones that said that there must be some difference between the two types of teachers, this difference was only in the medical class of characteristics. Comparing the opinions of students from clinical years and non clinical years, we can see that there were no statistically significant differences between the 2 subgroups. Conclusion: We can conclude that for the great majority of the characteristics, the ideal teacher profile in Medicine is in fact similar for students as well as for teachers. We can also say that it seems that there are no relevant differences on the perception of the ideal characteristics on a clinical environment teacher and on a non clinical environment teacher, by the 3 groups in study.
Description
Keywords
Docente Educação Médica Ensino Medicina