Autoavaliação de desempenho dos estudantes de medicina: área de competência educação em saúde

Abstract

Introduction: The National Curriculum Guidelines (NCGs) for the medical course, published in 2014, describe the competencies expected of the egress in the following areas: Health Care, Health Management and Health Education. The elaboration of such Guidelines followed a chronological evolution in Health Education discussions and represent another milestone on this historical timeline. Objective: To investigate the performance self-assessment of medical students in Health Education competency area. Methodology: This is a cross-sectional analytical study. The research population was composed of students from the last two years of four medical schools in Minas Gerais/Brazil. The data collection instrument was a selfadministered questionnaire, which was based on sociodemographic and graduation path variables, besides the 2014 NCG’s suggested performance, in Health Education competency area, substantiated on three key actions: ‘Individual and Collective Learning Needs Identification’; ‘Knowledge Construction and Socialization Promotion’ and; ‘Scientific and Critical Thinking Promotion and Support for New Knowledge Production’. The data were submitted to statistical treatment in the IBM SPSS version 22.0 Program. Descriptive analysis was performed by calculating absolute frequencies and proportions, and by bivariate analysis using the Pearson Chi-square Test, considering the significance level 5%. The test associated performance in the area of Health Education with sex, year of graduation and evaluation of the experience within the PHC. Results: A total of 524 students participated, most were females (57.0%), were between 21 and 25 years old (66.9%), were in the last year of graduation (65.3%), participated in some academic league (55.6%) and reported a positive experience within the PHC (78.5%).The students evaluated themselves better in performances related to learning with interprofessional relationships, identification of their own learning needs and promotion of education actions in Women's Health. The worst self-assessments were for information systems use and scientific methodology adoption in critical reading of technoscientific articles. The following performances were associated to good / optimal PHC experience evaluation: ‘support for new knowledge production’; ‘knowledge construction and socialization in the community’ and ‘promotion of education actions in Women's Health’. In this last performance, female students presented a higher frequency in the good/excellent self-assessment (94.2%) than men (89.2%), p = 0.039. ‘Adopting scientific methodology principles in critical reading of technoscientific articles’ was the worst evaluated performance by students, being 9.1% bad, 24.7% regular, 33.5% good and 32.7% excellent self-assessment. Conclusions: Association of positive experience within the PHC with better Health Education performance self-assessments deserves special highlight. It is worth stressing that the best evaluated performances were those whose attitude and ability components outweigh the knowledge component: identification of their own learning needs, learning with interprofessional relationships and promotion of educational actions in women's health care line. On the other hand, the worst self-assessments were: information systems use and scientific methodology adoption in critical reading of technoscientific articles. It is therefore suggested that PHC positively influence the medical training, not only in competencies development at the collective level, but also abilities for the medical practice at the individual level.