Educação Médica no Brasil: uma Análise Histórica sobre a Formação Acadêmica e Pedagógica

Abstract

RESUMO O presente ensaio apresenta uma breve análise histórica da educação médica no Brasil por meio de sua evolução acadêmica e pedagógica. Evidenciam-se, nas últimas décadas, novos modelos de ensino como opção para a formação de profissionais médicos, estando estes envolvidos com os conceitos contemporâneos de saúde e doença, voltados ao atendimento das demandas sociais, suscitadas nacional e internacionalmente. Neste ensaio abordaremos os seguintes focos de estudo: (a) ensino superior e escolas médicas no Brasil, (b) arquitetura curricular na educação médica: desafios e possibilidades e (c) reflexos das mudanças curriculares e das metodologias ativas no perfil do médico formado. Acerca de mudanças na formação profissional médica, chegamos à conclusão de que mudanças nas arquiteturas curriculares parecem não bastar, como agentes isolados, na alteração do perfil dos profissionais. No Brasil, ainda são escassos os estudos acerca do médico formado pelos diferentes métodos e currículos, ficando em aberto a discussão acerca da eficiência transformadora das arquiteturas curriculares distintas.

Active Learning Methodologies: Challenges for Professors of Two Medical Schools in Rio Grande do Sul, Brazil

“…The profile of the Brazilian teacher of medical courses is that of professionals who teach without necessarily having pedagogical knowledge 6 , and this characteristic is identified in this study, which shows the lack of training in ALMs. This scenario is consistent with a practice in which the teachers teach their classes according to their convictions and repeat models experienced during their training 17 .…”

“…Intervening in this process of professional naturalization requires a systematized reflection energy, based on the deconstruction of the experience. The teachers only change their practices when they are able to reflect on themselves and on their training 25 , aiming at leaving the perspective of the master, the transmitter of knowledge to assume a role of facilitator of the teaching process, since the teachers, in the ALMs, assume a much more cooperative position than that of holder of the truth 6 . Their main role is to stimulate students' critical thinking and self-learning.…”

“…The current training of medical professionals recommended by the DCN-CGM-2014 requires curricular changes and pedagogical processes supported by ALMs in higher education institutions. In both assessed Medical Schools, the PPPs propose to train a doctor who develops critical and reflective thinking and "with the capacity to act at different levels of health care, with actions aimed at the promotion, prevention, recovery and rehabilitation of health, at the individual and collective level" 1,6 . However, a contradiction was observed between what is proposed in the PPPs and what happens in the daily life of the assessed medical courses.…”

“…However, an obstacle to apply active methodologies is the necessity for investments and a curricular reform that can be radical regarding the pedagogical process. The implementation of this curricular architecture does not occur abruptly and without extensive planning by higher education institutions 6,7 , which acquire a fundamental role in sustaining any innovative implemented curricular model. In the curriculum discussed herein, it is important that teachers preferentially dedicate themselves fully to the institution and are prepared to participate in the academic training 6 .…”

Metodologias Ativas de Aprendizagem: Desafios dos Docentes de Duas Faculdades de Medicina do Rio Grande do Sul, Brasil

“…Active learning is anchored in critical pedagogy and with multiple possible methods, such as Case Study, Problematization Methodology with Maguerez' Arch, Peer Education, Team-Based Learning, Project-Based Learning and the most widely used in medical courses, Problem-Based Learning 6 . Together with these more complex methods, Active…”