Concepções e práticas de professores do curso médico de uma instituição pública sobre desenvolvimento docente

Abstract

Aimed to evaluate the concepts and practices of teachers of the medical course of a public institution on faculty development. We conducted two qualitative studies with two different methods of analysis. The first study aimed to evaluate faculty development from the social representations built by faculty of a medical school. It is an exploratory, descriptive and qualitative research considering the hermeneutic perspective. The analysis method used was the social representations. The subjects were 12 medical school professors. We conducted a random selection. It was used as a tool for data collection a semi-structured interview. The answers, audio taped, were transcribed by the researcher. We opted for the discourse analysis with a view to map the social representations built by the subjects. The social representations were grouped into two categories: institutional development and personal development. Institutional development category, three subcategories emerged: guiding principles of faculty development programs; teaching and learning strategies used in faculty development programs; and competencies to be developed by teachers. And the personal development category emerged two subcategories: development as a person and as a social being; and professional development. It was observed that for the faculty development be effective, it is necessary that the teacher feels the desire to learn, however, it is essential to have the support and recognition of the institution's managers. Regarding teaching and learning strategies to be used in these programs, we highlight the need to be developed in small groups, promote reflection on the practice itself, the exchange of experiences, development of interpersonal relationships, collaboration between teachers, and the strengthening of communities of practice. The second study aimed to evaluate the actions offered in the Program Faculty Development from the perceptions of the teachers. It is a qualitative study considering the hermeneutic-dialectic perspective. Three categories for the assessment of actions were identified: infrastructure and logistics, the teaching-learning strategies and the content developed. Teachers highlight the importance of organization and planning of activities and the environment in which these actions are developed ; They emphasize the importance of using teaching – learning strategies that allow greater reflection on own practice and greater integration of theory and practice . And they point out that the proposed topics were timely and necessary. Teachers recognize the importance of feeling in development, speak of motivation from life experiences. They made reflections on their performance and indicated needs consistent with the institutional demands aimed at the medical school. Academic

medical institutions should invest in Faculty Development Programs longitudinal, permanent, flexible and adaptable to meet the needs of the institution and faculty. In this sense, managers and teachers should be able to sustain a shared mission to achieve resources, adapt to change, and strive for excellence in teaching and organizational leadership at the national and international scene and, consequently, a medical education quality. Thus, a monitoring and evaluation is necessary processes and results to be achieved with these programs.