Dermatology relevance to graduates from the Universidade Estadual de Campinas Medical School

Some research indicates that physicians do not dominate the expected dermatological content for the proper exercise of the profession. This fact compromises their diagnostic and therapeutic performance, generating unnecessary costs. OBJECTIVE: The aim of this study was to evaluate the relevance of Dermatology and the knowledge acquired in the specialty during the undergraduate course in clinical practice of graduates at the State University of Campinas Medical School (FCM/UNICAMP). METHOD: A questionnaire with 22 closed questions and two open ones was electronically sent to physicians who had graduated more than 10 years ago and others for less than 10 years. In the first group, physicians were trained by the same curriculum and in the second group there were subjects trained by the old and the new curriculum. RESULTS: Of the 126 respondents, 83% had completed a specialization course. Among all, 82% did not study dermatology after graduation. The majority considered that Dermatology has high relevance in clinical practice, regardless of the group. There was a statistically significant difference between non-dermatologist doctors graduated for more than 10 years and those graduated for less than 10 years regarding confidence about lesion diagnosis, diagnostic investigation and treatment of skin diseases. Physicians who have graduated for a longer time feel more insecure in relation to patients with dermatoses. Concerning contributions offered by graduation program completion they prioritized outpatient care, ability to diagnose, knowledge of pathology, research and knowledge of lesions. CONCLUSION: This study has shown that Dermatology is relevant in medical practice and more recent graduates from the FCM/UNICAMP feel less insecure when treating a patient with dermatoses90563163

View of Law school alumni approved in Order Exam

Orientador: José Camilo dos Santos FilhoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de EducaçãoResumo: Este trabalho teve por objetivo comparar as visões curriculares dos egressos dos cursos de Direito de instituições públicas com as visões dos egressos dos cursos de Direito de instituições privadas, aprovados no Exame da Ordem no período de 2000 a 2010. Esta pesquisa pode ser caracterizada como uma pesquisa "survey" de um curso determinado - o de Direito. Assim, seus resultados refletem o atual tempo histórico e revelam a percepção dos egressos a respeito de sua formação e da preparação de futuros profissionais do Direito, em resposta às novas demandas de nossa sociedade. Por meio de questionário online, com questões fechadas e abertas, esta pesquisa buscou levantar a visão de egressos do curso de Direito sobre as três ênfases curriculares da formação - formação geral, formação básica e formação profissionalizante, tanto em relação à formação recebida como em relação à formação desejável. Buscou-se respostas a dois questionamentos básicos: 1- Quanto às questões curriculares, a universidade tem propiciado sólida formação geral, humanística e profissional e o desenvolvimento de competências e habilidades indispensáveis ao exercício da Ciência do Direito, da prestação da justiça e do desenvolvimento da cidadania?; 2- Quanto à política educacional brasileira sobre formação jurídica, o curso de graduação em Direito possibilita/ou uma formação profissional que revele as habilidades e competências previstas pelo Conselho Nacional da Educação (CNE)? Para a análise dos resultados, duas abordagens metodológicas foram utilizadas: a quantitativa e a qualitativa. Quando comparados os dois grupos de formados em relação à formação recebida (características positivas/negativas) e a desejada (escala de Likert), os testes estatísticos (significância inferior a 0,05) revelaram os seguintes resultados: (1) Em relação às características positivas, os formados em instituições privadas receberam formação que favoreceu a relação teoria-prática, preparou para o Exame de Ordem, com disciplinas bem distribuídas e estágio supervisionado, enquanto que os de instituições públicas receberam formação humanística, com ênfase na teoria e interpretação dos fenômenos jurídicos, e que proporcionada compreensão das questões sociais além do raciocínio jurídico e desenvolvimento do pensamento crítico; (2) Em relação às características negativas, os egressos de instituições privadas mostraram-se descontentes apenas com a inadequada preparação para o Exame da Ordem e falta de incentivo a estágio, enquanto que os de instituições públicas asseveraram que o currículo era desatualizado, a carga horária excessiva apresentava conteúdos repetidos, não havia integração com outras áreas do conhecimento e os professores apresentavam metodologia deficiente. 3) Quanto à formação básica/fundamental, os egressos de instituições privadas apontaram que o currículo deveria: trabalhar o conteúdo teórico relacionado com a prática; desenvolver a capacidade de comunicação oral e escrita; já os de instituições públicas destacaram o desenvolvimento da criticidade do aluno; (4) Quanto à formação geral, os egressos de instituições privadas assinalaram a prioridade da dimensão ética na formação profissional; enquanto os de instituições públicas valorizaram o desenvolvimento de um saber integrando conhecimento de diferentes áreas; (5) Quanto à formação profissional, enquanto os egressos de instituições privadas assinalaram a importância da aquisiçãoAbstract: The purpose of this research study was to compare the curricular view of law school alumni of public institutions with the view of law school alumni of private institutions approved in the "Order Exam" in the period from 2000 to 2010. This study can be characterized as a survey research of a specific course - that of Law. Thus, its results reflect the present historical time and reveal the perception of alumni regarding their formation and preparation as future professional of Law, in response to the new demands of our society. Through an online questionnaire, with closed and open questions, this study tried to survey the view of these alumni regarding the three curricular dimensions of their formation - general education, basic education, and profession formation, related to the received formation, as well as to the desired formation. The study focused two basic questions: 1. Regarding the curricular problems, has the university provided solid general, humanistic and professional formation and the development of the competencies and skills required for the performance of Law Science, justice service and citizenship development?; 2. Regarding the Brazilian educational policy for juridical formation, has the undergraduate law course provided a professional formation which reveals the competencies and skills established by the National Education Council (NEC)? For the analysis of the results, two methodological approaches were utilized: the quantitative and the qualitative. When the two groups of alumni were compared in relation to the received and the desired formation, the statistical tests (significance inferior to 0,05), revealed the following main results: (1) In relationship to the positive characteristics of the course, the alumni of private institutions received a formation which favored theory-practice relation, prepared them for the Order Exam, with disciplines well distributed and supervised practicum. On the other hand, the alumni of public institutions received humanistic formation, with emphasis on theory and interpretation of juridical phenomena, and which provided the understanding of social questions, the juridical reasoning and the development of critical thinking; (2) In relation to the negative characteristics of the course, the alumni of private institutions demonstrated discontentment only with the inadequate preparation for the Order Exam and the lack of incentive for the practicum. On the other hand, the alumni of public institutions stated that the curriculum was outdated, the excessive hour credit presented repetitive contents, there was no integration with the other areas of knowledge, and the professors utilized inadequate didactics; (3) Regarding the basic formation, the alumni of private institutions indicated that the curriculum should: articulate the theoretical content with practice; develop the skill of oral and written communication, while the alumni of public institutions emphasized the development of critical thinking; (4) Regarding the general education, the alumni of private institutions signaled the priority of the ethical dimension in the professional formation, while the alumni of public institutions gave value to the development of a knowledge which integrate knowledge of different areas; (5) Regarding the professional formation, while the alumni of private institutions signaled the importance of acquisition of specific knowledge, those of public institutions disagreed with propositionDoutoradoEnsino e Práticas CulturaisDoutora em Educaçã

Medical education in the perception of its actors with an emphasis on general education

Orientador: Paulo Eduardo Neves Ferreira VelhoTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências MédicasResumo: As discussões sobre uma formação mais ampla foram estimuladas pela Lei de Diretrizes e Base (LDB) e têm sido ampliadas nas Escolas Médicas, particularmente, com as Diretrizes Curriculares Nacionais (DCN). O objetivo deste estudo foi analisar as percepções acadêmicas de discentes e responsáveis pelo ensino (RE) sobre o ensino na graduação em medicina) da Universidade Federal da Bahia (UFBA) e da Universidade Estadual de Campinas (Unicamp), com ênfase na educação geral. Métodos:Trata-se de um estudo descritivo com análises quantitativas e qualitativas, com uma amostra intencional de duas Escolas Médicas. Para o estudo quantitativo os estudantes foram agrupados em Básico (primeiro e segundo anos), Pré-Clínico (terceiro e quarto anos) e Clínico (internato) e responderam a um questionário (online ou impresso) sobre a estruturação do currículo. O estudo qualitativo com os discentes foi realizado a partir de duas questões para respostas abertas. Nas entrevistas com os RE (docentes, assessores pedagógicos e coordenadores de curso) e nas questões abertas dos discentes foram utilizadas análises de conteúdo, com categorias apriorísticas e emergentesdas falas.Resultados: As respostas foram tabuladas e analisadas por meio de estatística descritiva e, na fase do estudo qualitativo, foram identificadas as unidades de significado com a definição das categorias, "Docentes e Infraestrutura", "Ensino", "Formação Cultural e Geral", "Formação Profissional", "Formas de Avaliação" e "Metodologia". As mesmas categorias foram observadas nas entrevistas semiestruturadas feitas com os RE que participaram. A estrutura curricular do curso é conhecida nas duas Escolas. Quanto à LDB e DCN, os alunos da UFBA as conhecem mais do que os da Unicamp. O grau de satisfação dos alunos apresenta variação entre formação profissional e formação cultural. Satisfação no campo profissional para alunos dos três períodos da Unicamp e para o Básico e Pré-Clínico da UFBA, enquanto nas duas predomina insatisfação no âmbito cultural, fato ainda mais observado no período Clínico. Para a maioria dos alunos da UFBA, a missão da Instituição é fornecer conhecimentos úteis à sociedade e desenvolver as habilidades intelectuais, enquanto que para os da Unicamp é formar novas gerações de pesquisadores e fazer avançar o conhecimento. A categoria mais mencionada foi "Ensino" com "compreensão da medicina como um todo" e "formação humanística do aluno". Para os RE, na categoria "Ensino", algumas das falas retratam a formação tecnicamente capacitada, com boa formação humanística e científica. Será apresentado relatório técnico dos resultados para as duas Escolas. Conclusões: Para discentes e docentes, a formação geral é essencial para que o futuro médico possa ser um profissional cidadão. Apesar da tradição das metodologias e das avaliações, todos os atores envolvidos no processo de ensino aprendizagem deste estudo reconhecem a relevância da formação humanística e da presença da interdisciplinaridade no curso médico das suas Instituições. Parte dos resultados pode ser extrapolada para outras Escolas MédicasAbstract: Discussions on a broader education entourage by the Guidelines and Basic Law (GBL) and they have been expanded in the Medical Schools, particularly with the National Curriculum Guidelines (NCG). The objective of this study was to analyze the academic perceptions of students and responsible for the teaching (RT) in medical graduation of the Federal University of Bahia (UFBA) and for the State University of Campinas (UNICAMP), with emphasis on general education. Methods: This is a descriptive study with quantitative and qualitative analyzes, with an intentional sample of two Medical Schools. For the quantitative study the students were grouped in Basic (first and second years), Pre-Clinical (third and fourth years) and Clinic (fifth and sixth years) and answered a questionnaire (online or printed) on curriculum structuring. The qualitative study with the students was carried out from two questions for open answers, In the interviews with the RT (teachers, pedagogical advisors and course coordinators) and open questions of the students were used content analyzes, with categories a priori and emerging from the speeches. Results: The responses were tabulated and analyzed through descriptive statistics and, in the qualitative study phase, the meaning units were identified with the definition of the categories, "Teachers and Infrastructure", "Teaching", "Cultural and General Formation", "Professional Training", "Evaluation Forms" and "Methodology". The same categories were founded in the semistructured interviews with those RT that participated. The curricular structure of the course is known in both schools. As for GBL and NCG, UFBA students know them better than those at Unicamp. The degree of student satisfaction varies between professional training and cultural training. Satisfaction in the professional field for students of the three periods of the State Univeristy of Campinas, and for the Basic and Preclinical of the UFBA, while in both schools there is a predominance of cultural dissatisfaction, a fact still more observed in the Clinical period. For most students from UFBA, the institution's mission is to provide useful knowledge to society and to develop intellectual skills, while for the UNICAMP students it is to train new generations of researchers and advance knowledge. The negative and positive characteristics presented by the students were analyzed qualitatively and their quantification was only illustrative. The most mentioned category was "Teaching" and, among the students' speeches, there is "an understanding of medicine as a whole" and "humanistic formation of the student". For those in charge of teaching, in the category "Teaching", some of the statements portray the training technically qualified, with good humanistic and scientific training. A technical report will be presented of the results for the two Schools. Conclusions: For students and teachers, general education is essential so that the future doctor can be a professional citizen. Despite the tradition of methodologies and evaluations, all the actors involved in the learning process of this study recognize the relevance of humanistic training and the presence of interdisciplinarity in the medical course of their Institutions. Part of the results can be extrapolated to other Medical SchoolsDoutoradoEnsino em SaúdeDoutora em Ciência

Dermatology Relevance To Graduates From The Universidade Estadual De Campinas Medical School.

Some research indicates that physicians do not dominate the expected dermatological content for the proper exercise of the profession. This fact compromises their diagnostic and therapeutic performance, generating unnecessary costs. The aim of this study was to evaluate the relevance of Dermatology and the knowledge acquired in the specialty during the undergraduate course in clinical practice of graduates at the State University of Campinas Medical School (FCM/UNICAMP). A questionnaire with 22 closed questions and two open ones was electronically sent to physicians who had graduated more than 10 years ago and others for less than 10 years. In the first group, physicians were trained by the same curriculum and in the second group there were subjects trained by the old and the new curriculum. Of the 126 respondents, 83% had completed a specialization course. Among all, 82% did not study dermatology after graduation. The majority considered that Dermatology has high relevance in clinical practice, regardless of the group. There was a statistically significant difference between non-dermatologist doctors graduated for more than 10 years and those graduated for less than 10 years regarding confidence about lesion diagnosis, diagnostic investigation and treatment of skin diseases. Physicians who have graduated for a longer time feel more insecure in relation to patients with dermatoses. Concerning contributions offered by graduation program completion they prioritized outpatient care, ability to diagnose, knowledge of pathology, research and knowledge of lesions. This study has shown that Dermatology is relevant in medical practice and more recent graduates from the FCM/UNICAMP feel less insecure when treating a patient with dermatoses.90631-63