Formação acadêmica para o SUS x competência pedagógica do formador: algumas considerações para o debate / Academic training for SUS x pedagogic competence of the trainer: some considerations for the discussion

Este ensaio tem como propósito discutir a formação acadêmica na área da saúde, evidenciando os aspectos históricos, sociopolíticos e as bases legais do encontro entre a saúde e a educação para a formação e qualificação de pessoal para o Sistema Único de Saúde. Na busca pela compreensão da formação em saúde, os autores salientam a importância da aproximação das Diretrizes Curriculares Nacionais para os cursos de graduação da área da saúde às práticas de ensino, enfatizando a competência pedagógica do docente na construção dos processos de ensino em saúde, na operacionalização dos princípios e diretrizes do SUS, na integração dos saberes interprofissionais e humanos indispensáveis à formação profissional. Colocam em discussão, as competências pedagógicas docentes na perspectiva ética, humana e política como essenciais e alavancadoras de transformações no processo educativo, repercutindo também nos processos de trabalho e gestão. Sugerem a necessidade de um olhar crítico e ampliado para a formação do formador da área da saúde, em direção a uma formação pedagógica condizente com os princípios e diretrizes do Sistema Único de Saúde e da educação contemporânea.

The present study aims to discuss the academic training in the health area, emphasizing historical, socio-political aspects and the legal bases of the junction between health and education for the training and qualification of personnel for the Unified Health System (SUS). To comprehend the training in the health area, the authors highlight the importance of the approximation of the National Curriculum Standards to the teaching practices for health graduate courses, emphasizing the pedagogical competence of the professor in the construction of educational processes in health, in the operationalization of the principles and guidelines of the SUS, in the integration of inter-professional and human knowledge indispensable for professional education. They discuss the teaching competences under ethical, human and political perspectives as essential to transformations in the educational process, reflecting as well in work processes and management. They suggest the need for a critical and extended eye for the education of trainers in the health area, towards a pedagogical practice consistent with the principles and guidelines of the Unified Health System and contemporary education.

Reflection on the establishment of medical and health curriculum standard for higher voca-tional education / 中华医学教育探索杂志

One of the biggest differences between ordinary undergraduate education and higher vocational education is more emphasis on the cultivation of students' vocational skills so as to adapt to so-cial demand and employment. In order to overcome the deficiencies in current teaching outline of voca-tional education and to change from subject knowledge teaching to applied skill cultivating , medical and health curriculum standard including 'curriculum philosophy, curriculum goal, curriculum content, curriculum implementation' four elements was formulated based on concepts of 'education as base , practice orientation and lifelong learning' and cultivation mode combining industry standard with cur-riculum teaching goal and combing work with study. All measures taken above were aimed at promoting coordinated development of students' knowledge, ability and emotion and satisfying the social demand for talent.

Descripción de los Procesos de Evaluación en la Escuela de Medicina de la Pontificia Universidad Católica de Chile: Experiencia de 10 años / Description of Assessment Processes at the Medical School of the Pontificia Universidad Católica de Chile: A Ten year experience

Globalization of health care seems to be irreversible and beyond cultural differences and local realities; consequently, medical education needs to have a common set of core principles or standards that may be applied worldwide. The aim of participating in assessment processes is to guarantee that medical education takes place in a sufficiently rich environment to promote extensive academic purposes. The Medical School of the Pontificia Universidad Católica de Chile (PUC) participated in three assessment processes that included three stages: internal assessment, external assessment, and accreditation judgment. Two of these assessments were voluntarily carried out following the standards set by the Liaison Committee on Medical Education-LCME, and they took place in 1997 and 2007. The other assessment was based on standards set by the Chilean accrediting organism, the National Committee for Undergraduate Program Accreditation (Comité Nacional de Acreditación de Pregrado-CNAP) and took place in the year 2001. In all three experiences, internal assessment was the most enriching stage, stimulating refections among students and teachers in order to recognize areas of strengths and weaknesses. External assessment processes, especially those based on international standards, are very important for the institutional and program development of Medical Schools. The PUC Medical School on its whole learnt how to carry out an assessment process and was able to improve several weaknesses without pressure, moving from quality assurance to quality enhancement. The present paper analyzes the major challenges involved in an external assessment process.

Knowledge and attitudes of doctors on medical ethics in a teaching hospital, Manipur.

This study aimed to assess the knowledge of, and attitudes to, medical ethics among doctors in the Regional Institute of Medical Sciences (RIMS), Imphal, Manipur. It also looked at the association between levels of knowledge and selected variables. A self-administered structured questionnaire was distributed to all doctors working in RIMS, Imphal between September and October 2007. 315 of 440 (71.6%) doctors contacted, responded. 62.2% of respondents (196) were below 35 years of age. 22.5% (71) were faculty members . 98.7% (311) had heard of the Code of Medical Ethics but only 188 (59.7%) had read it, even in part. 69.2% (218) felt that the undergraduate curriculum on medical ethics was not adequate. 10.5% (33) could describe what medical professionalism meant. Knowledge of medical ethics was higher among those who were over 35 years of age, those who graduated before 1999 and those having higher educational qualifications. The doctors in this survey lacked adequate and detailed knowledge on the code of ethics, though most of them had read it once. There is a need to sensitise doctors on medical ethics and professionalism.