Porque a competência pedagógica conta : o reforço do papel da avaliação dos docentes na estratégia de desenvolvimento de um faculdade de medicina
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Data
2007
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Edições Universitárias Lusófonas
Resumo
“Poor teaching performance is tolerated, whereas poor quality in research or substandard patient care is not. It is time to professionalize teaching and education” (Steinert, 2005). A Faculdade de Medicina da Universidade de Coimbra (FMUC) é uma escola médica clássica, sem qualquer tradição na avaliação do ensino e com uma considerável resistência à introdução de mecanismos de auditoria de qualidade. Com o objectivo de contribuir para ultrapassar estas dificuldades, o regente da disciplina de Fisiopatologia, e membro do Departamento de Educação Médica (DEM) da FMUC, aplicou um questionário nessa disciplina. Este questionário foi concebido para cobrir dimensões relevantes na avaliação da qualidade de ensino: objectivos; conteúdos; materiais; métodos de ensino; instrumentos de avaliação; apresentação e preparação da aula. Foi pedido aos alunos que respondessem ao questionário no fim de cada aula teórica e cada aula teórico-prática. Foi recolhido um total de 2401 questionários (aulas teóricas=1210; aulas teórico-práticas= 1191). Os resultados são discutidos em termos das suas implicações para o desenvolvimento do pessoal docente, das políticas da Escola e para a promoção da qualidade de ensino, como uma contribuição tendente ao estabelecimento de um clima institucional que encoraje a liderança educacional, a inovação e a excelência.
“Poor teaching performance is tolerated, whereas poor quality in research or substandard patient care is not. It is time to professionalize teaching and education” (Steinert, 2005). The Faculty of Medicine in the University of Coimbra (FMUC), Portugal, is a traditional medical school with no tradition in the evaluation of teaching, and with a considerable resistance to the introduction of quality audit mechanisms. In an attempt to overcome these difficulties, the Titular Professor of Pathophysiology who is also member of the Department of Medical Education (DME) applied a questionnaire in the discipline of pathophysiology in the second year of undergraduate medical course. The questionnaire was designed to cover dimensions relevant to the assessment of teaching quality: objectives; content; materials; teaching methods; assessment measures; presentation and preparation. Students were asked to answer the questionnaire at the end of each lecture and each small-group teaching session. A total of 2401 questionnaires were completed (lectures = 1210; small group sessions = 1191). Results are discussed in terms of its implications for staff development, policies in the school and the promotion of teaching quality, thus making a contribution towards establishing an institutional climate that encourages educational leadership, innovation and excellence.
“Poor teaching performance is tolerated, whereas poor quality in research or substandard patient care is not. It is time to professionalize teaching and education” (Steinert, 2005). The Faculty of Medicine in the University of Coimbra (FMUC), Portugal, is a traditional medical school with no tradition in the evaluation of teaching, and with a considerable resistance to the introduction of quality audit mechanisms. In an attempt to overcome these difficulties, the Titular Professor of Pathophysiology who is also member of the Department of Medical Education (DME) applied a questionnaire in the discipline of pathophysiology in the second year of undergraduate medical course. The questionnaire was designed to cover dimensions relevant to the assessment of teaching quality: objectives; content; materials; teaching methods; assessment measures; presentation and preparation. Students were asked to answer the questionnaire at the end of each lecture and each small-group teaching session. A total of 2401 questionnaires were completed (lectures = 1210; small group sessions = 1191). Results are discussed in terms of its implications for staff development, policies in the school and the promotion of teaching quality, thus making a contribution towards establishing an institutional climate that encourages educational leadership, innovation and excellence.
Descrição
Revista Lusófona de Ciências e Tecnologias da Saúde
Palavras-chave
MEDICINA, ENSINO SUPERIOR, AVALIAÇÃO DA EDUCAÇÃO, QUALIDADE DO ENSINO, MEDICINE, HIGHER EDUCATION, EDUCATIONAL ASSESSMENT, TEACHING QUALITY
Citação
Pinto , A M , Gaspar , M F , Conceição , H C F D & Silva , J A P D 2007 , ' Porque a competência pedagógica conta : o reforço do papel da avaliação dos docentes na estratégia de desenvolvimento de um faculdade de medicina ' , Revista Lusófona de Ciências e Tecnologias da Saúde .