Pedagogical training of medicine professors

Revista Latino-Americana de Enfermagem

Nilce Maria Da Silva Campos Costa¹ 

[1] ,Universidade Federal de Goiás Faculdade de Nutrição ,Brazil

关键词: Education;    Higher Teaching;    Education;    Medical;    Educação Superior;    Ensino;    Educação Médica;    Educación Superior;    Ensenãnza;    Educación Medica;   

DOI  :  10.1590/S0104-11692010000100016

来源: SciELO

【 摘 要 】

This study examines the pedagogical training process of medical professors at a Brazilian university, the meanings attributed to it, and the positive and negative aspects identified in it. This is a descriptive-exploratory study, using a qualitative approach with a questionnaire utilizing open-ended and closed questions and a semi-structured interview. The majority of queried individuals had no formal teacher training and learned to be teachers through a process of socialization that was in part intuitive or by modeling those considered to be good teachers; they received pedagogical training mainly in post-graduate courses. Positives aspects of this training were the possibility of refresher courses in pedagogical methods and increased knowledge in their educational area. Negative factors were a lack of practical activities and a dichotomy between theoretical content and practical teaching. The skills acquired through professional experience formed the basis for teaching competence and pointed to the need for continuing education projects at the institutional level, including these skills themselves as a source of professional knowledge.

【 授权许可】

CC BY   
 All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License