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Prática profissional na formação médica e a preceptoria: narrativa de um estudante de graduação, 2016-2021
(Universidade Federal de São Carlos, 2022-01-04) Matos, Gabriel Roschel; Kishi, Renata Giannecchini Bongiovanni; https://lattes.cnpq.br/7651034212763580
This Final Paper is an autobiographical narrative, in which I will explain my experiences in the undergraduate course in Medicine at the Federal University of São Carlos, between 2016 and 2021. This work represents a synthesis of my professional practice development in the Medicine course, based on my written records in a reflective portfolio and memories with patients, professors, tutors and medical residents. In it, I will synthesize some experiences of my training trajectory and the influence of the role of medical preceptorship in this, as the Political Pedagogical Project of Medicine UFSCar guides.
Análise crítica-reflexiva sobre minha formação médica
(Universidade Federal de São Carlos, 2022-01-04) Sukadolnik, Jane Farias; Contini, Andréa Aparecida; https://lattes.cnpq.br/9116284983583610; https://lattes.cnpq.br/0988901161218305
The aim of this study is to present, by way of a critical narrative, my reflections on the problem-based learning teaching method adopted by the Department of Medicine at the Federal University of São Carlos, as well as aspects of the curriculum and the challenges I faced in the course of my medical education. It also introduces considerations about how I evolved during the six years of my undergraduate training in Medicine, insofar as, little by little, I managed to surmount my own limitations during this journey.
Medicina UFSCar: prática profissional 2016-2021
(Universidade Federal de São Carlos, 2022-01-04) Val, João Lucas Dourado do; Contini, Andréa Aparecida; https://lattes.cnpq.br/9116284983583610; https://lattes.cnpq.br/9423614319759384
The undergraduate course in Medicine at the Federal University of São Carlos has some peculiarities, which are its basic pillars: the insertion of the student into professional practice from the first year; the active methodology following a constructivist spiral that allows constant contact with the themes, through different views, leading to an intense learning process concomitant with the development of learning to learn. In addition, it seeks humanized training, seeking longitudinal contact that is closer to the patient's real needs. Given these peculiarities, this paper aims at a critical-reflective approach to debate the student's experience in with its positive and negative points. Beforehand, it can be said that the course leads to a great development of human maturity and a process of very intense reflection in the search for the best way to carry out the tasks. Therefore, it is a unique opportunity to participate in this School, building an amazing experience and differential medical knowledge.