Faculty teaching skills perceived by medical students of a university of the Brazilian Amazon region

The National Curriculum Guidelines for achieving a medical degree value active teaching methodologies and the application of new teaching skills in the current setting. In this context, we consider that evaluation of teachers by students is an important tool for the development of education. Therefo...

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Bibliographic Details
Published in:Ciência & saude coletiva 2018-01, Vol.23 (1)
Main Authors: Jiulyanne Andrade Bel, Iuri Silva Sena, Dyone Karla Barbosa daSilva, daSilva Lopes, Bruno Rafael, Koga, Mario Junior, Braulio erison Franca dosSantos
Format: Article
Language:Portuguese
Subjects:
Colleges & universities
Curricula
Guidelines
Medical schools
Medical students
Qualitative research
Skills
Student teachers
Students
Teaching
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Summary:The National Curriculum Guidelines for achieving a medical degree value active teaching methodologies and the application of new teaching skills in the current setting. In this context, we consider that evaluation of teachers by students is an important tool for the development of education. Therefore, we aimed to identify students perceptions about the skills of medical school faculty of the Federal University of Amapá (UNIFAP) through the implementation of a cross-sectional and qualitative research from four focus group sessions, attended by 28 volunteer students from the first, second and third year of the course. Sessions were recorded and the content was analyzed in two stages using the Wordle.net platform and Bardin technique. Focal groups discussed five main topics: faculty teaching skills; academic planning; faculty skills evaluation by students; theory-practice integration and the teaching-learning process. In general, it was observed that all the students had similar ideas, but those with more years in the course showed greater mastery of subjects. Worth highlighting were the need to improve essential aspects of medical training and the importance of constant evaluation of this process.
ISSN:1413-8123
1678-4561
DOI:10.1590/1413-81232018231.21342017