A carregar...
Publicação
A importância do tempo protegido para o ensino : a perspetiva do médico-docente
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.06 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
No paradigma atual da educação médica pré-graduada, o ensino clínico assenta no exer-cício de atividade docente a tempo parcial por parte do médico-docente que exerce atividade clínica assistencial em hospitais universitários. O médico-docente depara-se com um extenso conjunto de desafios no âmbito do ensino clínico, com conflito de responsabilidades e papéis: médico, docente e investigador. Internacionalmente, são diversos os exemplos que reconhecem a importância da atribuição de tempo protegido para o ensino. Em Portugal, apesar da legisla-ção em vigor já contemplar esta figura, não existem ainda dados que atestem e quantifiquem a sua importância para a qualidade do ensino pré-graduado.
Com o objetivo de avaliar a importância atribuída ao tempo protegido para o ensino pelos médicos-docentes do Centro Hospitalar Universitário Lisboa Norte (CHULN), aplicou-se um questionário no sentido de averiguar quais os fatores promotores de um ensino pré-gra-duado de excelência na Faculdade de Medicina da Universidade de Lisboa (FMUL).
Foram recolhidas 51 respostas (taxa de participação de 28%). De acordo com os parti-cipantes, “rácio tutor/aluno adequado no ensino prático” foi o fator institucional mais frequen-temente assinalado como promotor de um ensino de excelência (63,6%) seguido de “tempo protegido para o ensino” (56,8%). “Professores motivam os alunos e aumentam o seu entusi-asmo pela disciplina” foi o fator mais frequentemente assinalado como caracterizador de um ensino de excelência (41,4%).
Tal como se verifica internacionalmente, foi atribuída grande importância pelos médi-cos-docentes do CHULN ao tempo protegido para o ensino, o que, até ao momento, ainda não tinha sido demonstrado em Portugal. Como tal, os resultados apresentados reforçam a necessi-dade da efetiva criação de tempo protegido para o ensino, bem como da devida valorização da atividade docente na carreira médica e universitária. Tal requer uma mudança de paradigma, no qual se atribua uma relevância semelhante ao papel de Médico, Investigador e, sobretudo, Professor.
In the current paradigm of undergraduate medical education, clinical teaching is deliv-ered on a part-time basis by clinical teachers who are primarily clinical doctors at university hospitals. Clinical teachers face several challenges during clinical teaching with multiple roles and responsibilities: clinical practitioner, teacher, and researcher. Internationally, the im-portance of protected time for teaching is mentioned in several studies. In Portugal, protected time for teaching is already included in the national law, however, its importance for under-graduate teaching quality is unknown. We conducted a survey completed by clinical teachers of Centro Hospitalar Universi-tário Lisboa Norte (CHULN) to ascertain the importance of protected time for teaching through identification of promotors of excellence in undergraduate teaching at the Lisbon School of Medicine, University of Lisbon (FMUL). A total of 51 answers were collected (participation rate of 28%). According to partici-pants, “adequate teacher/student ratio in practical teaching” was the institutional factor most frequently considered as promotor of excellent teaching (63.6%), followed by “protected time for teaching” (56.8%). “Teachers motivating students and increasing their enthusiasm for the subject” was the most frequently referred factor as characterizing excellence in teaching (41.4%). In line with the results of international findings, protected time for teaching was per-ceived to have great value by clinical teachers of CHULN. Until now, the position of clinical teachers concerning protected time for teaching had not been stated in Portugal. Thus, our re-sults underscore the need of effective creation of protected time for teaching and true recogni-tion of teaching activity in medical and academic careers. This will require a paradigm change, where clinical, researcher and teacher roles are equally important.
In the current paradigm of undergraduate medical education, clinical teaching is deliv-ered on a part-time basis by clinical teachers who are primarily clinical doctors at university hospitals. Clinical teachers face several challenges during clinical teaching with multiple roles and responsibilities: clinical practitioner, teacher, and researcher. Internationally, the im-portance of protected time for teaching is mentioned in several studies. In Portugal, protected time for teaching is already included in the national law, however, its importance for under-graduate teaching quality is unknown. We conducted a survey completed by clinical teachers of Centro Hospitalar Universi-tário Lisboa Norte (CHULN) to ascertain the importance of protected time for teaching through identification of promotors of excellence in undergraduate teaching at the Lisbon School of Medicine, University of Lisbon (FMUL). A total of 51 answers were collected (participation rate of 28%). According to partici-pants, “adequate teacher/student ratio in practical teaching” was the institutional factor most frequently considered as promotor of excellent teaching (63.6%), followed by “protected time for teaching” (56.8%). “Teachers motivating students and increasing their enthusiasm for the subject” was the most frequently referred factor as characterizing excellence in teaching (41.4%). In line with the results of international findings, protected time for teaching was per-ceived to have great value by clinical teachers of CHULN. Until now, the position of clinical teachers concerning protected time for teaching had not been stated in Portugal. Thus, our re-sults underscore the need of effective creation of protected time for teaching and true recogni-tion of teaching activity in medical and academic careers. This will require a paradigm change, where clinical, researcher and teacher roles are equally important.
Descrição
Trabalho Final do Curso de Mestrado Integrado em Medicina, Faculdade de Medicina, Universidade de Lisboa, 2020
Palavras-chave
Médico-docente Educação médica pré-graduada Ensino clínico Tempo protegido para o ensino Valorização da atividade docente