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Resumo: Introdução: Na área médica, a forma de ensinar e aprender vem mudando com o tempo. Dessa forma, a investigação dos atributos que tornam um professor exemplar é importante para formular novas estratégias de ensino na educação médica. O presente estudo objetiva avaliar a percepção dos discentes e docentes do curso de Medicina sobre quais qualidades o docente deve ter para ser considerado um modelo. Método: Trata de um estudo quantitativo, transversal, com estudantes e professores do curso de Medicina da Universidade de Fortaleza (Unifor). Foi aplicado aos participantes um questionário elaborado pelos autores sobre os atributos mais importantes para ser considerado um bom professor. Cada atributo deveria receber peso de 1 a 5 caso o participante o julgasse menos ou mais importante. Resultados: Participaram do estudo 74 professores e 344 alunos. As maiores médias nos dois grupos foram para a "atitude no ambiente de ensino" e "interação com os alunos e colegas", embora os professores tenham valorizado mais esses domínios (p = 0,03 e p = 0,006, respectivamente). O domínio "características pessoais" foi menos valorizado pelos alunos (p = 0,02). No domínio "atitude no ambiente de ensino", facilitar a aprendizagem e ter uma atitude ética com o paciente foram as características mais valorizadas, embora os professores tenham valorizado ainda mais este último (p = 0,001). No domínio "interação com os alunos e colegas", a capacidade de estimular a participação do aluno foi considerada menos importante pelos alunos (p = 0,001). No domínio "características pessoais", ter entusiasmo pelo ensino foi bastante valorizado, entretanto os professores tenderam a dar um peso maior que os alunos (p = 0,001). A avaliação do domínio "desenvolvimento profissional" mostrou que o envolvimento com pesquisa foi o menos valorizado pelos participantes. Conclusões: Esses resultados sugerem que, para a identificação de um professor exemplar, os dois grupos valorizaram não apenas as atitudes relacionadas à docência, mas sobretudo as atitudes no ambiente de ensino e na interação com alunos e colegas. Sugerem ainda a necessidade de desenvolver estratégias de valorização da pesquisa científica, inclusive com incentivos para uma maior participação dos docentes e discentes, ressaltando a sua a importância na formação médica.
Abstract: Introduction: Learning and teaching methods have changed over time in medical education. Therefore, there is a strong case for investigating the attributes of a model professor in order to formulate new teaching strategies in medical education. This study aimed to ascertain which character traits are viewed in the eyes of medical students and teachers as essential to the profile of a model teacher. Methods: This is a quantitative, cross-sectional study conducted with medical students and teachers of the University of Fortaleza (UNIFOR) School of Medicine. Participants were invited to respond to a questionnaire, developed by the authors, addressing the most important characteristics of a model teacher. The respondents were asked to score each characteristic from 1 to 5 to reflect its respective importance. Results: A total of 418 people were surveyed, of whom 74 were teachers and 344 students. The highest scoring characteristics in both groups were "Attitude in the teaching environment" and "Interaction with students and colleagues", although teachers placed more value on these attributes (p = 0.03 and p = 0.006 respectively). "Personality traits" was the least appreciated by the students (p = 0.02). In the "Attitude in the teaching environment" category, facilitating learning and maintaining an ethical attitude with the patient were the most valued characteristics in both groups, although the latter was more appreciated by the teachers (p = 0.001). In the "Interaction with students and colleagues" category, the ability to stimulate student participation was considered least important by the students (p = 0.001). Enthusiasm for teaching scored highly in both groups in the "Personality traits" category, though teachers tended to give rate it more highly than the students (p = 0.001). The analysis of the "Professional development" category showed that, for both groups, involvement in research was the least valued characteristic. Conclusions: These results suggest that not only attributes associated with teaching practice, but also teachers' attitudes in the teaching environment and their interaction with students and colleagues were considered by both groups as important to their identification of a model teacher. They also suggest the necessity for developing strategies to value scientific research and stimulate greater participation of both students and teachers, underlining its importance in medical training.
ABSTRACT
Las grandes transformaciones socioeconómicas, políticas, tecnológicos y de comunicación de manera constante han redefinido los modelos educativos buscando la excelencia académica a nivel universitario. De ahí que, las facultades de medicina requieran de profesores quienes a través de un proceso autorreflexivo y crítico permanente alcancen una verdadera formación profesional docente. El objetivo es determinar la importancia de la autoevaluación formativa del profesor de medicina en el proceso de mejora continua. Para el desarrollo de este trabajo se realizó una revisión sistemática de artículos científicos publicados desde 2013 a febrero del 2018, en las bases de datos EBSCO, MEDLINE, Pubmed, ERIC, Google Scholar, Redalyc, Science Direct y Scopus. De 750 publicaciones encontradas, 55 cumplieron los criterios de inclusión. La autoevaluación en los profesores de medicina de manera eficaz, objetiva, crítica y transcendente permite garantizar la calidad de los procesos enseñanza aprendizaje al proveer el conocimiento del nivel de actuación profesional docente y suministrar información con el fin de generar transformaciones sustanciales en la búsqueda de la mejora continua(AU)
The great socio-economic, political, technological and communication transformations have constantly redefined educational models seeking academic excellence at the university level. Hence, the faculties of medicine require teachers who through a permanent critical and self-reflexive process achieve real professional teaching training. The objective is to determine the importance of the formative self-evaluation of the medicine teacher in the process of continuous improvement. For the development of this paper, a systematic review of scientific articles published from 2013 to February 2018 was carried out in the EBSCO, MEDLINE, Pubmed, ERIC, Google Scholar, Redalyc, Science Direct and Scopus databases. Of 750 publications found, 55 of them met the inclusion criteria. The self-evaluation in medical teachers in an effective, objective, critical and transcendent way allows to guarantee the quality of teaching-learning processes by providing knowledge of the level of teaching professional performance and provide information in order to generate substantial transformations in the search for continuous improvement(AU)
Subject(s)
Humans , Self-Assessment , Professional Training , Faculty , Diagnostic Self EvaluationABSTRACT
@#Background: The focus of medical schools in developing countries is on fulfilling a quantity of faculty members. A faculty development model will help formulate programmes that accommodate faculty members’ needs as well as institutional demands. This study aims to formulate a faculty development model relevant for medical schools in developing countries, specifically Indonesia. Methods: This is a qualitative study with a phenomenological approach. It starts with a literature review using large databases, followed by interviews with 10 representative experts from medical schools in Indonesia. Results: Based on the 10 studies retrieved, several components of faculty development were identified as the basis for the model. Ten experts gave input for the model. Components of the model can be grouped into: (i) content, which is materials that need to be delivered; (ii) process components, which depict aspects related to the preparation, execution and evaluation of sustainable faculty development; and (iii) components in the educational system that affect faculty development implementation. Conclusion: A comprehensive review and development process has likely made this faculty development model suitable for medical schools in Indonesia. Breaking the model into components may help medical schools to prioritise certain aspects related to faculty development programmes.