Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Hernandes, Mauro Esteves
 |
| Orientador(a): |
Martinez, José Eduardo |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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
|
| 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://tede2.pucsp.br/handle/handle/20926
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Resumo: |
Introduction: The complexity of becoming a professor at the Medical School has been cause for concern in recent decades among professionals in the field. However, few studies and case reports have been published. Progressively during the physician’s professional career, there is possibility of improving his scientific knowledge in a specific field and at a given moment, he is faced with the possibility of becoming a professor, often without adequate pedagogical knowledge to develop such a function, which consequently impacts the quality of the learning process. Objective: To analyze the transition from community physician to a Medical School professor in a university located at northwest of Sao Paulo, as well as assessing the physician’s perceptions and feelings related to the implementation of the course with active methodologies and whether there is a difference between the curricular units. After approval of the Research Ethics Committee, two different samples of medical professors were obtained from two different curricular units from the medical school: Training of Medical Abilities and Attitudes (THAM) and Tutorial Module (MT). Qualitative data was obtained in two different moments and the groups answered a total of four questions. The analysis of the data content was based on Bardin (2011). Conclusion: The perception of how different these performance spaces are was unanimous. They feel able to the professional activity and unable to teaching. The short time for teaching activity caused fear, anguish, anxiety and insecurity, exacerbated by the lack of preparing for that. The skills and learning acquired during the accomplishment of the Professional Masters in Education made the construction of the pedagogical process easier. The teaching activity impacted the life of the medical professional since the moment that it provoked the reflection and changes of behavior in their professional practice |
