Resiliência docente frente à introdução das metodologias ativas em um curso de medicina

Abstract

This dissertation presents the history of the medical school in the Western world and the history of the medical school in Brazil. Since the foundation of the first school in 1808 in Salvador in Bahia until the publication of the National Curricular Guidelines (DCN ´ s) for the medical courses in 2014. It addresses the theoretical rationale on the theme resilience. It also presents the evolution of the concept under the gaze of several scholars. It also highlights the studies on resilience in education and the educational environment of the medical school, seeking to approximate the understanding of this process in the teachers, launching a special look at this moment of methodological transitions and change in paper Teaching. The objective of this research was to evaluate the resilience of the professor of medicine in the context of pedagogical change for the active teaching-learning methodologies instituted by the National Curricular Guidelines (DCN) for the courses of medicine in June 2014. The chosen place was a medical course within the state of São Paulo in activity for 30 years. This dissertation had as subjects of the research 75 teachers from the universe of 275 teachers randomly chosen among all the terms, including the boarding school, all of which were assigned classes in the course of medicine. A scale was used to evaluate the resilience of teachers entitled Scale of the Pillars of Resilience (EPR) that evaluates the so-called pillars: positive acceptance of change, self-efficacy, confidence, good Humor, emotional control, empathy, Independence, positive guidance for the future, reflection, sociability and positive values. The data were analyzed through the software statistical Package for the Social Sciences (SPSS) v. 21, with descriptive statistics using it for the characterization of the sample and the averages of the participants in the instrument. Subsequently, Inferencial statistics were carried out with Student t test, ANOVA, Tukey proof and Pearson correlation between instrument factors and sociodemographic variables. By resuming the objectives proposed by this research, the levels of resilience in the faculty were identified by applying the EPR. The results indicated that the scores in the pillars good Humor, emotional control, empathy and positive guidance for the future were found low values, which if they were analyzed in an isolated way could mean an important fragility in this Group. The pillars positive acceptance of change, self-confidence, independence and sociability presented medium scores, indicating that properly taken care of by environmental and affective conditions these pillars can become a fortress. And the pillars of Autoefficiency, reflection and positive values showed very high values, demonstrating that these pillars can sustain the weaknesses found in the other pillars, since these teachers have been developing their work in this process of Changes with increasing success. With the results of this study, it was possible to identify that the teachers presented a level of resilience supported in pillars that can facilitate the adoption of the methodological changes. And the weaknesses found can serve as a reflection and future target of an institutional work for the teaching development.