In:
Revista Brasileira de Educação Médica, FapUNIFESP (SciELO), Vol. 25, No. 2 ( 2001-08), p. 53-59
Kurzfassung:
Abstract: Considering that the Brazilian Constitution mandates the country’s Unified Health System (SUS) to “organize the professional training process in the health field” and based on the importance of the work force the SUS absorbs the authors explore the possibilities for integrating the learning process into the health care system. Seeking to reorient the training process, they attempt to simulate interdisciplinary multiprofessional action by constructing a new pedagogical model balancing technical excellent and social relevance. The teaching-and-learning process should be centered on the student and developed as a permanent process, based on partnership between university and health services, community, NGOs, and other sectors of the civil society. The authors propose a system of incentives for encouraging institutions of higher learning to further approach the integrality paradigm. They establish a mechanism of classificatory follow-up which assembles the various lines in a process of change in the direction they propose, including: the institution’s predominant theoretical orientation, the teaching approach, and the range of health care practices, each comprising three vectors characterizing the degree of progress in actual changes. Thus, they shape a typology and a “radical profile of evaluation” in the thrust to reach the proposed paradigm. The instrument does not evaluate the quality of the institution or program, but its position in relation to the SUS.
Materialart:
Online-Ressource
ISSN:
1981-5271
,
0100-5502
DOI:
10.1590/1981-5271v25.2-007
Sprache:
Portugiesisch
Verlag:
FapUNIFESP (SciELO)
Publikationsdatum:
2001
ZDB Id:
2209937-2
Permalink
