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Identificação das Competências Nucleares no Mestrado Integrado em Medicina da FCS-UBI: A Perspetiva dos Docentes
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| 5.62 MB | Adobe PDF |
Authors
Abstract(s)
Introdução: O desenvolvimento de competências ao longo do curso de Medicina é um pilar
fulcral para ambas a formação pré-graduada e graduada. No que concerne à educação prégraduada, torna-se premente a constante revisão do quadro em que se organiza o ensino médico,
por forma a dar resposta às constantes mudanças e desafios vividos. Neste sentido, foram
redigidos vários documentos que enumeram e dividem as competências que um médico deve ter,
quer no final da sua formação pré-graduada, como ao longo da sua carreira. O mais recente
documento do Conselho de Escolas Médicas Portuguesas (CEMP) constitui um guia orientador
para a formação pré-graduada dos médicos em Portugal. Nele, estão elencadas as características
e competências essenciais que o mesmo deve possuir no final da sua formação.
Objetivo: Avaliar a perceção dos docentes quanto ao desenvolvimento das competências
nucleares, ao longo do currículo, pelos estudantes de Medicina da Faculdade Ciências da Saúde
da Universidade da Beira-Interior, tendo como referencial o documento do CEMP.
Metodologia: O público alvo deste trabalho foi constituído pelos 48 docentes responsáveis pelas
unidades curriculares/ blocos do 1º ao 6º ano do Mestrado Integrado em Medicina da
Universidade da Beira Interior. Foram excluídos os docentes que não são responsáveis por
unidades curriculares/ blocos do curso. Foi aplicado um questionário constituído pelas
competências do documento do CEMP e em que se questionava os docentes a que nível (básico,
intermédio ou avançado) elas são desenvolvidas na unidade curricular/ bloco de que são
responsáveis. Após a recolha dos dados, foram calculadas as frequências absolutas e relativas
através do programa Microsoft ExcelÒ.
Resultados: Observou-se que, de acordo com a perspetiva dos docentes, nos anos não clínicos
(1º-3º anos) as competências são desenvolvidas a um nível básico-intermédio, enquanto nos anos
clínicos (4º-6º anos) estas têm uma maior tendência para ser atingidas a um nível intermédioavançado. É sobretudo no 6º ano de curso que existem competências a ser desenvolvidas a um
nível avançado, de entre elas as competências clínicas gerais (80%), trabalho em equipa (80%) e
o desenvolvimento académico (85,7%). Não obstante, há ainda competências a ser adquiridas a
um nível intermédio neste mesmo ano de curso, como a capacidade de liderança (100%) e
provedor do doente (75%).
Conclusão: As sete competências nucleares, definidas pelo CEMP, são desenvolvidas com o
programa curricular vigente na Faculdade de Ciências da Saúde da Universidade da Beira
Interior. No entanto, há competências que são adquiridas apenas a um nível intermédio, o que
demonstra haver espaço para melhoria do ensino para que elas sejam atingidas a um nível
avançado.
Perspetivas futuras: Torna-se fundamental a realização de estudos futuros nas restantes
faculdades de Medicina do país, para compreender se as sete competências estão a ser adquiridas
com o programa curricular vigente nas mesmas.
Introduction: The development of competencies throughout the medical course is a fundamental pillar for both undergraduate and graduate education. Regarding undergraduate education, it is crucial to constantly review the framework in which medical teaching is organized to address the ongoing changes and challenges faced. In this sense, several documents have been drafted that enumerate and categorize the competencies a physician should possess, both at the end of their undergraduate training and throughout their career. The most recent document from the Conselho de Escolas Médicas Portuguesas (CEMP) serves as a guiding framework for the undergraduate training of physicians in Portugal. It outlines the essential characteristics and competencies that a physician should have by the end of their training. Objective: To assess the perception of faculty members regarding the development of core competencies throughout the curriculum by medical students at the Faculdade Ciências da Saúde of the Universidade da Beira Interior, using the document from the CEMP as a reference. Methodology: The target audience for this study comprised the 48 faculty members responsible for the curricular units/blocks from the 1st to the 6th year of the Integrated Master’s in Medicine at the Universidade da Beira Interior. Faculty members who were not responsible for curricular units/blocks of the course were excluded. A questionnaire was administered that included the competencies outlined in the CEMP document, asking faculty members at what level (basic, intermediate, or advanced) these competencies are developed in the curricular unit/block for which they are responsible. After data collection, absolute and relative frequencies were calculated using Microsoft Excel®. Results: According to the faculty's perspective, in the non-clinical years (1st-3rd years), competencies are developed at a basic-intermediate level, while in the clinical years (4th-6th years), there is a greater tendency for these competencies to be achieved at an intermediateadvanced level. It is primarily in the 6th year of the course that competencies are developed at an advanced level, including general clinical competencies (80%), teamwork (80%), and academic development (85.7%). However, there are still competencies acquired at an intermediate level in this same year, such as leadership ability (100%) and patient advocacy (75%). Conclusion: The seven core competencies defined by the CEMP are developed through the current curriculum at the Faculdade Ciências da Saúde of the Universidade da Beira Interior. However, some competencies are acquired only at an intermediate level, indicating there is room for improvement in teaching to ensure they are achieved at an advanced level. Future Perspectives: It is essential to conduct future studies in the other medical schools in the country to understand whether the seven competencies are being acquired through the current curriculum in those institutions.
Introduction: The development of competencies throughout the medical course is a fundamental pillar for both undergraduate and graduate education. Regarding undergraduate education, it is crucial to constantly review the framework in which medical teaching is organized to address the ongoing changes and challenges faced. In this sense, several documents have been drafted that enumerate and categorize the competencies a physician should possess, both at the end of their undergraduate training and throughout their career. The most recent document from the Conselho de Escolas Médicas Portuguesas (CEMP) serves as a guiding framework for the undergraduate training of physicians in Portugal. It outlines the essential characteristics and competencies that a physician should have by the end of their training. Objective: To assess the perception of faculty members regarding the development of core competencies throughout the curriculum by medical students at the Faculdade Ciências da Saúde of the Universidade da Beira Interior, using the document from the CEMP as a reference. Methodology: The target audience for this study comprised the 48 faculty members responsible for the curricular units/blocks from the 1st to the 6th year of the Integrated Master’s in Medicine at the Universidade da Beira Interior. Faculty members who were not responsible for curricular units/blocks of the course were excluded. A questionnaire was administered that included the competencies outlined in the CEMP document, asking faculty members at what level (basic, intermediate, or advanced) these competencies are developed in the curricular unit/block for which they are responsible. After data collection, absolute and relative frequencies were calculated using Microsoft Excel®. Results: According to the faculty's perspective, in the non-clinical years (1st-3rd years), competencies are developed at a basic-intermediate level, while in the clinical years (4th-6th years), there is a greater tendency for these competencies to be achieved at an intermediateadvanced level. It is primarily in the 6th year of the course that competencies are developed at an advanced level, including general clinical competencies (80%), teamwork (80%), and academic development (85.7%). However, there are still competencies acquired at an intermediate level in this same year, such as leadership ability (100%) and patient advocacy (75%). Conclusion: The seven core competencies defined by the CEMP are developed through the current curriculum at the Faculdade Ciências da Saúde of the Universidade da Beira Interior. However, some competencies are acquired only at an intermediate level, indicating there is room for improvement in teaching to ensure they are achieved at an advanced level. Future Perspectives: It is essential to conduct future studies in the other medical schools in the country to understand whether the seven competencies are being acquired through the current curriculum in those institutions.
Description
Keywords
Competências Educação Médica Ensino Fcs-UBI Medicina Perceções dos Docentes