A excelência como hábito: relato de experiência e portfólio reflexivo da graduação em medicina na UFSCar

Abstract

This Course Completion Work, structured as an experience report and reflective portfolio, aims to synthesize and analyze the student learning trajectory in the Medical Program at the Federal University of São Carlos (UFSCar). Grounded in the program's Pedagogical Project—guided by active learning methodologies, the Constructivist Spiral, and Problem-Based Learning (PBL)—the study reflects academic and personal evolution across five structured chapters. Initially, the pedagogical and institutional foundations, as well as the educational axes of the program, are contextualized. Next, it addresses the adaptation process during the First Cycle, highlighting the shift from the passive stance of traditional education toward the development of student autonomy and attitudinal competencies in small-group work. In the Clinical Cycle, the transition from theoretical foundations to the practical application of diagnostic reasoning in Primary Care is analyzed, complemented by leadership experiences in extracurricular management. In the Internship, the consolidation of medical practice is examined through immersion in major care settings, emphasizing supervised decision-making, uncertainty management, and the refinement of ethics and empathy in the doctor-patient relationship. Finally, the concluding remarks synthesize the impact of this methodology on consolidating the ability to "learn how to learn" and constructing professional identity, reaffirming an ethical and humanized commitment to practicing general medicine within the Unified Health System (SUS).