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Abstract(s)
Introdução: A avaliação curricular é uma tentativa de esclarecer duas perguntas: Os programas, oportunidades e atividades produziram os resultados desejados? Como podem ser melhoradas as ofertas curriculares?
Em 1996 foram introduzidas mudanças radicais nos programas das escolas médicas do Reino Unido (UK), seis anos após a conclusão do curso por parte dos alunos sujeitos a essa nova reforma estes foram entrevistados para que se apurasse se estes sentiam que tinham sido bem preparados para exercerem a sua profissão. Este estudo permitiu perceber quais os objetivos atingidos com a reforma curricular e quais as áreas que necessitavam de mais atenção.
A Faculdade de ciências da Saúde da Universidade da Beira Interior (FCS-UBI) leciona o curso de Medicina desde o ano letivo de 2001/2002. O presente estudo pretende determinar quais são as principais dificuldades dos nossos diplomados? Em que áreas é mais importante intervir?
Materiais e métodos: Com o objetivo de avaliar o currículo médico da FCS-UBI, foi enviado um questionário aos ex-alunos desta faculdade e aos seus tutores de formação pós graduada. O questionário era baseado nos parâmetros definidos pelo Medine como “Level 2” e “Outcomes for Medical Professionalism”. Estes foram traduzidos para português por dois médicos com experiencia em educação médica.
Posteriormente, os resultados foram analisados por um grupo de docentes com experiência em educação médica com o objetivo de propor medidas que permitam melhorar os métodos de ensino.
Resultados: Dos 300 inquéritos enviados, obtiveram-se 75 respostas de antigos alunos (taxa de resposta de 25%). No entanto, não foram obtidas respostas por parte dos orientadores de formação pós graduada. As competências com maior potencial de serem melhoradas são a “prescrição médica” e a capacidade de “avaliar os aspetos psicossociais da doença do paciente”. Dentro de cada competência houve parâmetros que foram destacados como áreas importantes a serem melhoradas, nomeadamente: “reconhecer e avaliar a gravidade de quadros clínicos”, “comunicar más notícias”, “analisar de forma crítica publicações na literatura” e “receber e fornecer avaliação profissional”. Por outro lado, a capacidade de “obter consentimento informado”, “comunicar com colegas e pacientes”, “prestar assistência minimizando o risco de danos”, “dar apoio e confiança” e “recolher história clínica” foram apontados como pontos fortes do currículo.
Conclusões: Apesar dos resultados deste estudo serem positivos no sentido em que, em geral, os médicos formados pela FCS-UBI se sentem competentes no desempenho da sua profissão foram, também, identificadas áreas que necessitam de maior atenção. O ensino da medicina deve ser avaliado de forma continua para que se determine a sua eficácia, para que este possa ser ajustado às necessidades dos seus alunos e da sociedade e para que possamos evoluir no sentido da excelência técnica, cientifica mas sobretudo Humana.
Introduction: Curriculum evaluation is an attempt to toss light on two questions: Do planned courses, programs, activities, and learning opportunities as developed and organized actually produce desired results? How can the curriculum be improved? In 1996, in the United Kingdom a medical curriculum reform took place. In 2007 doctors from the first two cohorts to graduate from the reformed curriculum were interviewed. They answered if they were well prepared clinically to work as doctors and which areas required to be improved. Faculty of Health Science, University of Beira Interior (FCS-UBI) (Covilhã – Portugal) is graduating doctors since 2001/2002 and we intend to determinate which what our former students aim troubles are? Where is more important to improve our methods. Materials and Methods: With the aim to evaluate the medical curriculum in the FHS-UBI, an on-line survey was sent to all former medical students from this faculty and to their tutors of postgraduate training. The on-line survey is based on Medine “Level 2” and “Outcomes for Medical Professionalism” competences translated to portuguese by two doctors with experience on medical education. Results were analysed by a team with experience on medical education with the aim to propose measures to improve our teaching methods. Results: Of the 300 surveys sent, 75 responses from former students (response rate 25%) were submitted. However, no responses were obtained by the post graduate training tutors. Skills with greater potential for being improved are the "prescription" and ability to "assess the psychosocial aspects of the patient's illness." Parameters that were highlighted as important to be improved, in particular areas, were "recognize and assess the severity of clinical pictures", "communicate bad news", "critical analysis of publications in the literature" and "receive and impart Review professional". Moreover, the ability to "ask for informed consent", "communicate with colleagues and patients," "assist minimizing the risk of damage", "support and confidence" and "collect medical history" are perceived strengths of the curriculum Conclusions: Although the results of this study are positive in the sense that, in general, physicians trained by FHS-UBI feel competent in the performance of their profession were also identified areas that need more attention. The teaching of medicine should be evaluated continuously in order to determine its effectiveness, so it can be adjusted to the needs of their students and society, and so we can move towards the technique, but mainly Human scientific excellence.
Introduction: Curriculum evaluation is an attempt to toss light on two questions: Do planned courses, programs, activities, and learning opportunities as developed and organized actually produce desired results? How can the curriculum be improved? In 1996, in the United Kingdom a medical curriculum reform took place. In 2007 doctors from the first two cohorts to graduate from the reformed curriculum were interviewed. They answered if they were well prepared clinically to work as doctors and which areas required to be improved. Faculty of Health Science, University of Beira Interior (FCS-UBI) (Covilhã – Portugal) is graduating doctors since 2001/2002 and we intend to determinate which what our former students aim troubles are? Where is more important to improve our methods. Materials and Methods: With the aim to evaluate the medical curriculum in the FHS-UBI, an on-line survey was sent to all former medical students from this faculty and to their tutors of postgraduate training. The on-line survey is based on Medine “Level 2” and “Outcomes for Medical Professionalism” competences translated to portuguese by two doctors with experience on medical education. Results were analysed by a team with experience on medical education with the aim to propose measures to improve our teaching methods. Results: Of the 300 surveys sent, 75 responses from former students (response rate 25%) were submitted. However, no responses were obtained by the post graduate training tutors. Skills with greater potential for being improved are the "prescription" and ability to "assess the psychosocial aspects of the patient's illness." Parameters that were highlighted as important to be improved, in particular areas, were "recognize and assess the severity of clinical pictures", "communicate bad news", "critical analysis of publications in the literature" and "receive and impart Review professional". Moreover, the ability to "ask for informed consent", "communicate with colleagues and patients," "assist minimizing the risk of damage", "support and confidence" and "collect medical history" are perceived strengths of the curriculum Conclusions: Although the results of this study are positive in the sense that, in general, physicians trained by FHS-UBI feel competent in the performance of their profession were also identified areas that need more attention. The teaching of medicine should be evaluated continuously in order to determine its effectiveness, so it can be adjusted to the needs of their students and society, and so we can move towards the technique, but mainly Human scientific excellence.
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Keywords
Avaliação Curricular Educação Médica Mestrado Integrado Em Medicina