El ciclo básico en la formación de estudiantes de Odontología:la distancia entre la integración del conocimiento y la realidad social
DOI:
https://doi.org/10.24320/redie.2018.20.3.1780Palabras clave:
Desarrollo curricular, desarrollo de recursos humanos, estudiante universitario, odontología.Agencias de apoyo:
Projeto FAIMER BrasilResumen
Una de las principales premisas de las directrices curriculares de Odontología es la integración de conocimientos, articulando áreas básicas, clínicas y de salud pública. El objetivo de esta investigación fue comprender cómo los contenidos del ‚ciclo básico‛ contribuyen a la formación académica de los dentistas. Se realizó un estudio cualitativo, desarrollado a través de entrevistas a grupos focales formados por alumnos de 2o. a 4o. semestre. El análisis mostró cinco categorías: descontextualización de las ciencias sociales, estructura curricular, distancia ciclo básico-ciclo profesional, renuncia al ‚ciclo básico‛ y profesores en el núcleo del proceso. Se concluyó que la dicotomía entre los ciclos básico y profesional obstaculiza la integración curricular y compromete la implicación de los estudiantes con su graduación y la incorporación de los principios señalados en las directrices curriculares de Odontología, como el comportamiento proactivo de los estudiantes hacia el proceso de aprendizaje y el papel del profesor como facilitador.Descargas
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Aquilante, A. G., Silva, R. F., Avó, L. R. S., Gonçalves, F. G. P. et al. (2011). Simulated problem situations: an analysis of the construction process. Revista Brasileira de Educação Médica, 35(2), 147-156.
Araújo, M. E. (2006). Words and silence in the dentistry education. Ciência e Saúde Coletiva, 11(1), 179-182.
Backes, D. S., Colomé, J. S., Erdmann, R. H., & Lunardi, V. L. (2011). The focal group as a technique for data collection and analysis in qualitative research. O Mundo da Saúde, 5(4), 438-442.
Bardin, L. (2004). Content analysis (3ed.). Lisbon: Editions 70.
Carnio, E. C. (2011). Basic sciences and nursing. Revista Latino-Americana de Enfermagem, 19(5), 1061-1062.
Costa, R. K. S., & Miranda, F. A. N. (2008). Professional qualification in the SUS: opportunity for change in the family health strategy. Trabalho, Educação e Saúde, 6(3), 503-518.
Dawson, S., Manderson, L., & Tallo, V. L. (1993). A manual for the use of focus groups. Boston, MA: INFDC/WHO.
Diogenes, V. C. N., Souza, G. C. A., Emiliano, G. B. G., Lima Júnior, J. F. et al. (2010). Teaching-learning process in times of the Unified Health System (SUS): training of faculty and dental surgeons in Brazil. Revista Odonto-ciência, 25(1), 92-6.
Fagundes, N. C., & Burnham, T. F. (2005). Discussing the relation between space and learning in the training of health professionals. Interface, 9(16), 105-114.
Ferrarenze, M. V. G., Ferreira, V., & Carvalho, A. M. P. (2006). Perception of stress among critical care nurses. Acta Paulista de Enfermagem, 19(3), 310-315.
Humphrey, S. T., Mathews, R. E., Kaplan, A. L., & Beeman, C. S. (2002). Undergraduate basic science preparation for Dental School. Journal of Dental Education, 66(11), 1252-1259.
Junges, R., Stello, R. S., Portella, F. F., Rösing, C. K. et al. (2011). Impact of the implantation of a new curriculum in the process of learning in a Faculty of Dentistry in Brazil. Brazilian Oral Research, 25(6), 478-484.
Koifman, L. (2011). The biomedical model and the reformulation of the medical curriculum of the Universidade Federal Fluminense. História, Ciência e Saúde, 8(1), 49-69.
Kovaleski, D. F., Freitas, S. F. T., & Botazzo, C. (2006). Disciplining of the mouth, an individual’s autonomy in the work society. Ciência e Saúde Coletiva, 11(1), 97-103.
Marsiglia, R. M. G. (2013). Emerging themes in Social Sciences and Public/Collective Health: production of knowledge at its interface. Saúde e Sociedade, 22(1), 32-43.
Pereira, I. D. F., & Lages, I. (2013). Curriculum guidelines for training healthcare professionals: skills or praxis? Trabalho, Educação e Saúde, 11(2), 319-338.
Ressel, L. B., Beck, C. L. C., Gualda, D. M. R., Hoffmann, I. C. et al. (2008). The use of the focus group in qualitative researching. Texto e Contexto-Enfermagem, 17(4), 779-786.
Senna, M. C. M. (2002). Equity and health policy: some reflections on the Family Health Program in Brazil. Cadernos de Saúde Pública, 18(1), 203-211.
Silva, B.V., Caparroz, F. E., & Almeida, U. R. (2011). The production of social imaginaries about the school and its effects on the initial formation of physical education teachers. Revista Brasileira de Ciências do Esporte, 33(1), 51-68.
Silva, M. J., Sousa, E. M., & Freitas, C. L. (2011). Nursing education: interface between the curriculum guidelines and content of primary health attention. Revista Brasileira de Enfermagem, 64(2), 315-321.
Silva, S. E. D., Ramos, F. R . S., Martins, C. R., Padilha, M. I. et al. (2010). Citizen constitution and social representations: reflecting about health care models. Revista da Escola de Enfermagem da USP, 44(4), 1112-1117.
Toassi, R. F. C., Stobäus, C. D., Mosquera, J. J. M., & Moysés, S. J. (2012). Integrated curriculum for teaching dentistry: new directions for training in the field of healthcare. Interface, 16(41), 529-544.
Trad, L. A. B. (2009). Focal groups: concepts, procedures and reflections based on practical experiences of research works in the health area. Physis, 19(3), 777-796.
Vieira, F. S. (2009). Advances and challenges of the Unified Health System planning. Ciência e Saúde Coletiva, 14(1), 1565-1577.
