Navegando por Palavras-chave "Evaluation Of Teaching"

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    Da aprendizagem fragmentada ao desafio de uma formação integral: narrativas da construção do saber
    (Universidade Federal de São Paulo (UNIFESP), 2019-07-02) Araujo, Joao Felix Leandro De Sousa [UNIFESP]; Kinker, Fernando Sfair [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    For years medical training has been carried out in a fragmented way, reducing the complexity of the individual to organs and systems, neglecting socio-cultural aspects, as well as the dynamics and the interaction of the individual in the family and community sphere. Recently, with the last change made in the National Curricular Guidelines of the Undergraduate Course in Medicine (NCG) in 2014, the proposal arises that medical education should have an expanded formative character, with a general, critical, reflexive and ethical formation in purpose to form an egress enabled for action at different levels of health care, able to handle various pathological conditions indistinctly, to perform the coordination of care and management of the clinic. The objective of this study is to analyze the perceptions, expectations and experiences of undergraduate students of the third year of medicine at the Centro Universitário São Camilo, in the context of a discipline with a comprehensive approach to care, trying to understand the phenomenon of knowledge formation, starting with it is a logic of teaching fragmented by focal specialties, until arriving at one whose focus on integral care is the counterpoint of the previous formation. This is a qualitative, descriptive study, guided by the documental analysis of field diaries produced by the students, the researcher's field diary, and discourse analysis in conversation wheels, aiming to discuss the ideas and experiences in the outpatient clinic visits, as well as their role in the student's formation as a future generalist. The conclusion that has been reached is that even many changes that the medical curriculum has undergone over the last decades, we still have a categorized, fragmented formation with few moments to reflect on the practice, even in a non-flexible Fordist model, where more emphasis is placed on the content to be taught than the subjects' autonomy. At the same time, it has advanced in many dimensions of teaching, having demonstrated the research experience that the dialogic and reflexive process of teaching can contribute much with a quality education and that values the ethical aspects of care.