Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Damito, Eunice Maria de Toledo
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| Orientador(a): |
Senger, Maria Helena
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
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| Departamento: |
Faculdade de Ciências Médicas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/26115
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Resumo: |
Introduction: Medical Education still represents a concern to the educational institutions, whether by the social and environmental changes caused by the globalization and/or the growth in the number of medical schools. For what can adapt to reality, it is necessary to keep the curriculum alive, preferably supported by the continuous evaluation process. One of the ways to assess the impact of the implemented changes is to know the opinion of the graduates about the course and their professional training. Objective: to evaluate the professional trajectory and the impact of the course's curricular change on medical graduates from the Faculty of Medical and Health Sciences at the Pontifical Catholic University of São Paulo. Method: This is a case-study, qualitative-quantitative, cross-sectional, and analytical study. Data collection was done through a semi-structured questionnaire, distributed electronically for graduates, contacted by various means. We analyzed the data on graduates between 2003 and 2018, eight years before and eight years after first graduating class in 2011 by the new pedagogical project implemented in 2006.The answers were compiled in Excel R spreadsheets and data analysis Quantitative tests were performed using the chi-square test. The answers to the questions opened were submitted to content analysis. Results: 121 were obtained (15.5% of the trainees) responses from the pre-curriculum reform group and 185 (22.3% of the trainees) of the post group. There was no significant difference between the two groups in terms of sex (with a predominance of women), place of birth and distribution geographic area (predominantly in the state of São Paulo). In both groups, similar, most did residency in the first year after completing the course and faced no difficulties in hiring as a doctor, nor in exercising profession and reported good updating ability. The precurriculum reform group had greater adherence to graduate programs, especially doctoral programs. The group post-reform study reported greater knowledge about the course's pedagogical project and curriculum guidelines. This group also pointed out moments of stress with higher frequency (82%) than pre-curriculum reform (62%), with loss of life everyday in half of them. The groups attach the same degree of importance to the basic and clinical areas, have the same perception about the duration of the internship (two or three years) and the need to complement the training to act as a doctors. For the post-curriculum reform group, the contents of public health were more adequate and the basic, clinical and public health areas were significantly more integrated. In relation to working as a general practitioner, post-graduate graduates reform felt better prepared to practice in gynecology and obstetrics, pediatrics and public health. In both groups there was positive references about the role of the institution in professional life. Conclusion: The data allowed us to infer that the path taken by the graduates is well evaluated and that the curriculum reform brought benefits to the course, especially regarding the integration between the areas and the methodology used. also revealed weaknesses, such as the prevalence of stress and specific difficulties in the area of urgency |
