ABSTRACT
O artigo retrata uma pesquisa qualitativa desenvolvida a partir de narrativas de médicos residentes cujas práticas profissionais ocorrem em contextos de urgência e emergência hospitalar. Tendo em vista as demandas e as exigências que constituem o processo formativo de um médico residente, bem como as especificidades inerentes ao exercício laboral nesse contexto, buscou-se identificar, compreender e problematizar os elementos presentes nessa singular experiência laboral. Participaram do estudo oito médicos residentes de diferentes instituições hospitalares do Sul do Brasil. Os achados do estudo foram trabalhados com o método de Análise Interpretativa proposto por Frederic Erickson e promoveram a formulação de três Asserções: Residência Médica: singulares trajetórias na busca pela excelência na formação; Exigências vs 'Sobrecarga': reflexões sobre os impasses da Residência Médica; e Desafios na construção da identidade médica: entre a necessária afetação e o risco da indiferença. Constatou-se que a busca pela residência médica orienta-se pela meta de alcançar a excelência do desempenho profissional, mas também contempla singulares demandas e exigências que podem tomar contornos de excesso provocando inegáveis e danosos efeitos à subjetividade do profissional médico.
This paper describes a qualitative research developed from narratives of resident doctors whose professional practices take place in hospital urgency and emergency contexts. Considering the demands and requirements that make up the formative process of a resident doctor, as well as the specificities inherent to the work practice in this context, it was aimed to identify, to understand and to problematize the constitutive elements of such a singular labor experience. Eight resident doctors of different hospital institutions from the South of Brazil participated in this study. The findings of the study were analysed with the Interpretative Analysis method proposed by Frederic Erickson and have fostered the formulation of three assumptions: Medical Residency: singular trajectories in the search for excellence in the formation process; Requirements versus 'Overload': reflections over the impasse of Medical Residency and, Challenges in the construction of medical identity: between the necessary affectation and the risk of indifference. It has been verified that the search for medical residency is guided by the goal of achieving excellence in work performance, but it also contemplates unique demands and requirements that could lead to excess proportions, provoking undeniable and harmful effects to the subjectivity of the professional physician.
ABSTRACT
Se realizó una reflexión acerca del alcance social que ejercen las influencias contextuales en la impartición del análisis de la situación de salud (ASIS), como contenido en la formación médica. En consonancia con las potencialidades formativas que aporta la sistematización de la participación social en salud para lograr su efectividad, se realizó una revisión bibliográfica sobre el contexto político de la participación, la trascendencia del ASIS como herramienta científica y su alcance en la docencia, y las condiciones contextuales donde se realiza la formación. Se destaca que la participación social continúa siendo mundialmente proclamada y nacionalmente promulgada, como condición necesaria en la transformación del cuadro de salud; se reconoce que a pesar del perfeccionamiento del sistema sanitario ha sido compleja su aplicación en la práctica de sus sustentos teóricos y que subyacen insuficiencias en su aplicabilidad que repercuten en la formación, constituyendo un desafío en la contemporaneidade.
A reflection was made on the social scope of setting influences in teaching of the health situation analysis (HSA) as contents in the medical formation. In line with the formative potentialities of the systematization of social participation in health to attain effectiveness, a literature review was made about the political context of participation, the significance of HAS as a scientific tool and its scope in teaching as well as the setting conditions where formation takes place. It is stressed that social involvement remains a claimed aspect nationally and internationally since it is a must in health picture changes; it is also recognized that despite the improvement of the health system, the implementation of its theoretical fundamentals has been complex and there still are deficiencies in applicability that have an effect on formation and represents a contemporary challenge.
Subject(s)
Curriculum , Diagnosis of Health Situation , General Practitioners/education , Community Participation , Epidemiology, DescriptiveABSTRACT
La formación integral de recursos humanos en salud es requisito para lograr una cobertura universal.El objetivo de este trabajo es lograr un acercamiento histórico a la correspondencia que han tenido las políticas educacionales en la Revolución con la formación de médicos y las acciones relevantes desarrolladas en la educación médica, y cómo esta ha sido un factor clave para lograr la cobertura sanitaria universal, expresada en los indicadores sanitarios de la población cubana. Se utilizó el método histórico-lógico, se efectuaron entrevistas en profundidad, revisión bibliográfica, análisis documental; se estudiaron documentos normativos, curriculares y discursos. Se identificaron los momentos que marcaron políticas educacionales para la formación de médicos: Reforma Universitaria, Resolución de Política Educacional del Primer Congreso del Partido Comunista de Cuba, Constitución de la República de Cuba y distintas intervenciones deFidel. Se analizaron momentos planteados en la Reforma Universitaria sobre la formación de médicos: las nacientes escuelas de medicina, los nuevos escenarios docentes, hechos relevantes en la formación de médicos, cifras de médicos titulados, requisitos de selección, tipo de médico a graduar con unaformación integral. Se analizaron indicadores sanitarios y la cobertura en salud. Se graduaron la cantidad necesaria de médicos con la formación integral para cumplimentar las políticas de salud,garantizar la cobertura sanitaria universal y cumplir misiones internacionalistas.Utilizar los recursos materiales y humanos del sistema de salud es una fortaleza de la educación médica cubana(AU)
The comprehensive formation of human resources for health is a requirement for universal coverage. The objective of this paper was to make a historical approach to the educational policies of the revolution related to the formation of physicians, the relevant actions taken in the medical education and how it has become a key factor to achieve universal health coverage as expressed in health indicators of the population. The historical-logical method, the in-depth interviews, the literature review and the documentary analysis were all used together with the study of regulatory and curricular documents and speeches. The periods in which educational policies for the formation of physicians had been encouraged were identified as follows: University Reform, Educational Policy Resolution of the First Congress of the Communist Party of Cuba, Constitution of the Republic of Cuba and various speeches delivered by Commander in Chief Fidel Castro Ruz. Some aspects of the University Reform about the medical training were also analyzed such as the new medical school, new teaching settings, relevant events in the medical formation, number of graduates as doctors, eligibility requirements, types of doctor to be graduated with the new comprehensive formation. Health indicators and health coverage were also examined. The required number of physicians with comprehensive training to implement the health policies, to ensure universal coverage and to accomplish internationalist missions has graduated from the medical schools. Utilizing the human and material resources of the health system is one of the strengths of the Cuban medical education(AU)
Subject(s)
Humans , Schools, Medical , Education, Medical , Delivery of Health Care , Professional Training , CubaABSTRACT
OBJETIVOS: Investigar as concepções dos docentes do curso médico da Unimontes sobre vivências na aprendizagem ativa e currículo PBL. MÉTODOS: Participaram 38 docentes, tutores, construtores e coordenadores de módulo, instrutores e preceptores dos 1º, 7º e 11º períodos. Complementaram-se as abordagens quantitativa (questionário - analisado e expresso em gráficos) e qualitativa (entrevista semiestruturada - submetida à análise de conteúdo temática). RESULTADOS: Distinguiu-se nas concepções docentes a mudança de postura docente, destacando: maior responsabilidade com a aprendizagem do estudante (44 citações), participação ativa do docente na construção curricular (37 citações) e prática docente facilitadora da aprendizagem (32 citações). Constataram-se falta de compromisso/envolvimento docente (27 citações) e inexperiência docente com o PBL (12 citações). CONSIDERAÇÕES FINAIS: Reconheceu-se a aprendizagem ativa como base para atuação profissional futura e o potencial do PBL como estratégia orientadora de currículos. O currículo revelou-se essencialmente desafiante pelo compromisso/capacitação docente para alcançar atuações diversificadas, multidisciplinares e facilitadoras da aprendizagem. Restam maiores estudos sobre repercussões do desempenho docente e diferenciais de aprendizagem do PBL na prática médica e na necessidade de saúde das pessoas.
OBJECTIVES: To investigate the opinions of teachers from the medical course at Unimontes about experiences in active learning and the PBL curriculum. METHODS: A group of 38 teachers, tutors, module builders and coordinators, instructors and preceptors, from the first, fourth and sixth years. Quantitative (questionnaire, analyzed and expressed in graphs) and qualitative (semi-structured interviews with subsequent content analysis) approaches were used. RESULTS: A change in posture was identified by the teachers, particularly in terms of: greater responsibility for student learning (44 mentions), teacher's active participation in the curricular construction (37 mentions) and a learning facilitation role played by teachers (32 mentions). A lack of teacher commitment/involvement was found (27 mentions) and teachers' inexperience with the PBL (12 mentions). CONCLUSION: Active learning has been recognized as the basis for future professional activities and the PBL as a potential curriculum-guiding strategy. The curriculum proved to be essentially challenging in relation to teacher commitment/ability to play diverse, multidisciplinary and learning facilitator roles. Further studies are still required into the repercussions of teacher performance and the learning differentials of the PBL on medical practice and public health needs.
ABSTRACT
Se realizó una investigación descriptiva, de corte transversal, en 4 policlínicos facultades del Polo de Formación de Jagüey Grande con el objetivo de valorar la preparación y utilización de los medios de enseñanza-aprendizaje en las actividades de orientación de contenidos de la disciplina Morfofisiología Humana, como una novedosa forma organizativa dentro del proceso docente-educativo del Nuevo Programa de Formación de Médicos Latinoamericanos. Se les aplicó el instrumento a 308 estudiantes y 68 profesores, los que constituyeron la muestra dentro del universo del total de profesores y estudiantes de los centros antes mencionados. Se caracterizó la utilización de los medios auxiliares de enseñanza-aprendizaje, en particular, de los videos didácticos, se demostró su importancia y eficacia en el proceso para el que fueron concebidos, por lo cual deben tenerse en cuenta algunos aspectos perfectibles, en aras de elevar la calidad y lograr un mayor desarrollo de este importante medio de enseñanza.
A cross-sectional descriptive research study was made in 4 teaching polyclinics located in the Medical Formation Complex of Jaguey Grande, with the objective of assessing the preparation and use of teaching-learning aids in the content guiding activities of the subject Human Morphophysiology, as a novel organizational form within the teaching-education process of the New Program of Latin American Medical Formation. The instrument was applied to 308 students and 68 professors, who were the sample taken from the universe of students and professors of the above-mentioned institutions. The use of teaching-learning aids, particularly didactic videos, was characterized. Their importance and efficacy in the process were proved, therefore, some aspects that are to be improved must be taken into account, with a view to increasing quality and to developing even more this important teaching means.
Subject(s)
Education, Medical , Learning , Teaching Materials , Video-Audio MediaABSTRACT
El objetivo de este trabajo es identificar el nivel de dificultad y poder de discriminación del examen diagnóstico de la asignatura Morfofisiología Humana I, del Nuevo Programa de Formación de Médicos en la Facultad-Policlínico Félix Edén Aguada, de Cienfuegos, Cuba. Para ello se calcularon los índices de dificultad y de discriminación, así como el coeficiente de discriminación a la totalidad de los 421 exámenes diagnósticos aplicados de la asignatura de Morfofisiología Humana I. Se entrevistaron profesores como informantes clave y estudiantes destacados. Todas las preguntas dieron la posibilidad de discriminar y predecir. De ellas, dos presentaron un índice de dificultad media, otras dos fueron medianamente fáciles y solo una fue altamente fácil. Se identificó el nivel dificultad y el poder de discriminación de cada pregunta del examen diagnóstico de Morfofisiología Humana I, lo que permitió plantear que el instrumento aplicado, fundamentalmente osciló entre dificultad media y medianamente fácil, con adecuado poder de discriminación. Los profesores y estudiantes reconocen la necesidad de estos exámenes para corregir dificultades en la evaluación, mejorar el trabajo metodológico y reajustar la autopreparación. Se hacen conclusiones.
The objective of this paper is to identify the level of difficulties and the discriminatory power of the diagnostic test of Human Morphophysiological I included in the New Medical Formation Program that is implemented in Felix Edén Aguada teaching polyclinics located in Cienfuegos province, Cuba. To this end, the difficulty and discrimination indexes were estimated together with the discriminatory coefficient of the 421 diagnostic tests of the above-mentioned subject. The professors as key informants and outstanding students were interviewed. All the questions made it possible to discriminate and to predict. Of these, two showed a mean difficulty index, other two were fairly easy and just one was very easy. The level of difficulties and the discriminatory power of each question of the exam were established, which allowed stating that the applied instrument ranged from mean difficulty to moderately easy, with suitable discriminatory power. The professors and the students agreed that these exams were necessary to overcome difficulties in the evaluation process, to improve the methodological work and to re-adjust self-preparation. The conclusions were also submitted.