Theme
3JJ Staff development
INSTITUTION
State University of Londrina
Federal University of Roraima
State University of Campinas
Faculty development is essential to obtaining success in a curriculum changing process, mainly in medical courses that apply student centered methodologies.
Many medical schools are introducing this programme to prepare teachers to perform in their courses.
Participants highlighted:
- Teaching skills deficits: when assuming roles as facilitators, managers, and instructor.
- Feelings of insecurity in a small-group tutorials and student assessment - unpreparedness to work in the course.
- Resistance to interdisciplinary module integration
- Difficulties in a “theory-practice” integration
Issues:
I. “teaching-learning” strategy of effective faculty development:
- ”student-teacher” focused strategies and formative assessment
- Some perceived the need to change concepts and values
II. Motivation of teacher to participate of the programme
- Reasons for participation: mandatory or voluntary
- Needs-based
- Ministry of Health of Brazil
- Pan-American Health Organization - PAHO/WHO/Brazil
Objective: Two key issues of faculty development were analyzed in this research:
1. teaching learning strategies and
2. teacher motivation.
Methodology:
The research design was qualitative and were applied focus groups and content analysis.
The focus groups consisted of teachers of six brazillian medical schools which implemented active methodology (PBL).
- Teachers emphasized increase of self-confidence post-participation.
- Valorization of undergraduate teaching instead of researching career in medical schools is important for curriculum change consolidation
Faculty development needs to be based on:
- critical and reflective methodology,
- teachers’ needs, and
- formative assessment.