| dc.creator | Quintanilha, Luiz Fernando | |
| dc.creator | Farias, Cassiana Santos da Silva | |
| dc.creator | Andrade, Bruno de Bezerril | |
| dc.date | 2020-10-05T13:54:08Z | |
| dc.date | 2020-10-05T13:54:08Z | |
| dc.date | 2020 | |
| dc.date.accessioned | 2023-09-26T23:23:55Z | |
| dc.date.available | 2023-09-26T23:23:55Z | |
| dc.identifier | QUINTANILHA, Luiz Fernando; FARIAS, Cassiana Santos da Silva; ANDRADE, Bruno Bezerril de. Training and Pedagogical Involvement Among Higher Education Professors in Health: An Analysis of Medical Courses. Revista Iinternacional de Educação Superior, p. 1-18, 2020. | |
| dc.identifier | 2446-9424 | |
| dc.identifier | https://www.arca.fiocruz.br/handle/icict/43796 | |
| dc.identifier | 10.20396/riesup.v7i0 | |
| dc.identifier.uri | https://repositorioslatinoamericanos.uchile.cl/handle/2250/8890144 | |
| dc.description | Brazilian higher education has undergone significant expansion in recent
years. The combination of public policies and the country's socioeconomic
development has conditioned a substantial increase in the number of
institutions, vacancies, regions attended by medical courses and,
consequently, professors. Although mostly post-graduates, these
professors have technical training in the specific area of Health without, in
general, developing pedagogical skills. Given the importance of Medicine
in Brazilian health care, the training of students is a fundamental topic of
study and constant improvement. Evaluating the training of professors, one
of the main actors involved in this process, is therefore fundamental. The
objective of this study was to evaluate the degree of didactic-pedagogical
involvement of undergraduate medical professors in the city of Salvador,
Bahia. One hundred and eighty registered professors working in medical
undergraduate courses at higher education institutions in the city received
virtual access to a structured questionnaire with questions related to
training and professional performance in higher education, as well as
questions related to socio-demographic aspects. Although the majority of
medical professors report knowing the National Curricular Guidelines of
the course, in general they do not have the teaching activity as their main
profession. In addition, a considerable number of them have never done
any kind of pedagogical training and base their teaching activities
exclusively on practical experience in their field. Conclusion: The present
study shows that there is a lot to be developed in the scope of teaching
development in medical education and proposes greater investment in
didactic-pedagogical training of these professionals. | |
| dc.format | application/pdf | |
| dc.language | eng | |
| dc.publisher | Research Gate | |
| dc.rights | open access | |
| dc.subject | Formação de professores | |
| dc.subject | Ensino superior | |
| dc.subject | Educação médica | |
| dc.subject | Professor training | |
| dc.subject | Higher education | |
| dc.subject | Medical education | |
| dc.title | Training and Pedagogical Involvement Among Higher Education Professors in Health: An Analysis of Medical Courses | |
| dc.type | Article | |
