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Authors
Abstract(s)
Introdução: A qualidade do ensino superior é crucial para o desenvolvimento no
domínio social, científico e económico. Deste modo, as instituições devem adotar sistemas
padronizados de melhoria contínua, rumo à excelência do ensino. A avaliação da
qualidade percebida e da satisfação dos seus alunos são dados muito úteis que contribuem
para a implementação de medidas de melhoria.
Objetivo: Avaliar a perceção que os alunos que terminam o 1º ciclo têm sobre a qualidade
do ensino/curriculum do Mestrado Integrado em Medicina (MIM).
Métodos: Os alunos responderam a um questionário em papel, presencialmente, exceto
em 2019/2020 e 2020/2021 que responderam online. Utilizamos o Teste Binomial e o
Teste de Kruskall-Wallis para analisar os dados. Para avaliar diferenças entre pares de
grupos foi utilizado o Teste de Comparações Múltiplas de Dunn. Um valor de p < 0,05 foi
considerado significativo. Os pontos fortes e fracos do primeiro ciclo do currículo médico
foram identificados por meio de perguntas abertas.
Resultados: 637 de 1.001 alunos completaram o questionário (taxa de resposta global
de 64%). Em 2019 e 2020 as taxas de resposta foram as mais baixas (18% e 32%,
respetivamente), enquanto as restantes 5 coortes variaram entre 69% e 94%.
Globalmente, as perceções dos alunos sobre a qualidade do currículo foram altamente
positivas (81%), especialmente no segundo ano curricular (89%). Entre as diferentes
disciplinas, Fisiologia e Patologia são as que apresentam maior grau de satisfação (82% e
80% respetivamente), e Histologia, Bioquímica, Genética e Embriologia são as que
apresentam menor grau de satisfação (entre 10 e 21%). Durante a pandemia da COVID19 os níveis de satisfação foram mais baixos.
Conclusão: Em geral, os alunos relataram um alto nível de satisfação com o ensino e com
o currículo no final dos primeiros 3 anos curriculares. No entanto, existem alguns tópicos
em que eles se sentem menos preparados. Os desafios e direções futuras incluem a
compreensão das razões que levam à menor perceção do currículo de qualidade em
disciplinas específicas e o planeamento de medidas de implementação em conformidade.
Introduction: The quality of the undergraduate medical curriculum is very important for development in the social, scientific, and economic fields. Thus, institutions must adopt systems of continuous improvement toward excellence in teaching. In this context, the evaluation of the perceived curriculum quality by the students through the application of questionnaires can be meaningful in terms of the identification of improvement measures in the curriculum. Objective: Our objective was to evaluate the perception of students who finish the 3rd year of the medical course about curriculum quality. Methods: We surveyed students enrolled between 2014 and 2021. A questionnaire was answered on paper in person except in 2019/2020 e 2020/2021 which was answered online. We used the Binomial Test and the Kruskall-Wallis Test to analyse the data. To assess differences between pairs of groups Dunn's Multiple Comparison Test was used. A p-value <0.05 was considered significant. The strengths and the weaknesses of the first cycle of the medical curriculum were identified through open-ended questions. Results: 637 out of 1001 students completed the questionnaire (global response rate 64%). In 2019 and 2020 the response rates were the lower ones (18% and 32%, respectively), whereas the remaining 5 cohorts varied between 69% and 94%. Globally, students¶ perceptions about the quality of the curriculum were highly positive (81%), especially in the second year of studies (89%). Among the different disciplines, Physiology and Pathology are the ones with a higher level of satisfaction (82% and 80% respectively), and Histology, Biochemistry, Genetics and Embryology are the ones with the lower level of satisfaction (between 10 and 21%). During the COVID-19 pandemic the levels of satisfaction were lower. Conclusion: In general, students reported a high level of satisfaction with the teaching and curriculum at the end of the first 3 years of the medical undergraduate degree. However, there are some topics where they feel they are underprepared. Future challenges and directions include understanding the reasons that lead to lower perception of the quality curriculum in specific subjects and planning implementation measures accordingly.
Introduction: The quality of the undergraduate medical curriculum is very important for development in the social, scientific, and economic fields. Thus, institutions must adopt systems of continuous improvement toward excellence in teaching. In this context, the evaluation of the perceived curriculum quality by the students through the application of questionnaires can be meaningful in terms of the identification of improvement measures in the curriculum. Objective: Our objective was to evaluate the perception of students who finish the 3rd year of the medical course about curriculum quality. Methods: We surveyed students enrolled between 2014 and 2021. A questionnaire was answered on paper in person except in 2019/2020 e 2020/2021 which was answered online. We used the Binomial Test and the Kruskall-Wallis Test to analyse the data. To assess differences between pairs of groups Dunn's Multiple Comparison Test was used. A p-value <0.05 was considered significant. The strengths and the weaknesses of the first cycle of the medical curriculum were identified through open-ended questions. Results: 637 out of 1001 students completed the questionnaire (global response rate 64%). In 2019 and 2020 the response rates were the lower ones (18% and 32%, respectively), whereas the remaining 5 cohorts varied between 69% and 94%. Globally, students¶ perceptions about the quality of the curriculum were highly positive (81%), especially in the second year of studies (89%). Among the different disciplines, Physiology and Pathology are the ones with a higher level of satisfaction (82% and 80% respectively), and Histology, Biochemistry, Genetics and Embryology are the ones with the lower level of satisfaction (between 10 and 21%). During the COVID-19 pandemic the levels of satisfaction were lower. Conclusion: In general, students reported a high level of satisfaction with the teaching and curriculum at the end of the first 3 years of the medical undergraduate degree. However, there are some topics where they feel they are underprepared. Future challenges and directions include understanding the reasons that lead to lower perception of the quality curriculum in specific subjects and planning implementation measures accordingly.
Description
Keywords
Ciclo Básico de Medicina Curriculum Estudantes de Medicina Gestão de Qualidade Padrões