by CEDEM FMUSP
Podcast desenvolvido pelo Centro de Desenvolvimento de Educação Médica da Faculdade de Medicina da USP. Coordenação: Mílton de Arruda Martins Patricia Zen Tempski Equipe técnica: Ahmed Haydar Clarice Rosa Olivo Fernanda Magalhães Arantes Costa Marina Alves Martins Siqueira Matheus Belloni Torsani Renato Starek
Language
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Publishing Since
5/5/2021
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May 5, 2021
<p>Seja bem vinda, seja bem vindo ao Programa Profissão Docente! Um podcast para você, professor da área da saúde. Discutiremos a melhores evidências em educação na saúde e estratégias para tornar a sua prática mais efetiva e significativa.</p> <p>Neste primeiro episódio vamos discutir o tema Profissionalização da Docência e quais são as competências necessárias ao docente nas profissões da saúde. No segundo bloco, abordaremos outras competências específicas do ensino à distância, cada vez mais presente no ensino superior e nos cursos da saúde.</p> <p>Bons estudos!</p> <p>------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------</p> <p>Este episódio foi produzido em parceria com a Professora Patricia Tempski, livre docente em Educação Médica pela faculdade de medicina da USP, para o curso de Mediação de Processos Educacionais na Modalidade Digital no Conselho Nacional de Secretarias Municipais de Saúde, em parceria com a Faculdade São Leopoldo Mandic.</p> <p>------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------</p> <p>Referências: </p> <p>Budden CR, Svechnikova K, White J. Why do surgeons teach? A qualitative analysis of motivation in excellent surgical educators. Med. Teach. 2017; 39(2), 188-94. </p> <p>Harden RM and Laidlaw JM. Essential Skills for Medical Teacher. Edinburgh: Elsevier, 2012.</p> <p>Steinert Y. Becoming a better teacher: from intuition to intend. In Theory and practice of teaching medicine. Philadelphia: American College of Physician (73-93p), 2010.</p> <p>World Federation for Medical Education. Global Standards for Quality Improvement in Medical Education; 2015 [acessado em março de 2019]. Disponível em: http://wfme.org/standards/bme/</p> <p>Cruess RL, Cruess SR, Boudreau JD, Snell L and Steinert Y. A schematic representation of the professional identity formation and socialization of medical students and residents: a guide for medical educators. Acad. Med. 2015; Vol. 90 No. 6.</p> <p>Steinert Y at al. A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Med.Teach. 2016.</p> <p>Frenk J et all. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet. 2010; Vol.376:1923-58.</p> <p>Harden RM and Lilley P. The eight roles of the medical teacher – The purpose and function of teacher in the healthcare professions. Edinburgh: Elsevier, 2018.</p> <p>Tempski PZ. Programa Profissão Docente . Newsletter N. 16, (2019). Disponível em: https://www.fm.usp.br/cedem/portal/</p>
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Podcast desenvolvido pelo Centro de Desenvolvimento de Educação Médica da Faculdade de Medicina da USP.
Coordenação: Mílton de Arruda Martins Patricia Zen Tempski
Equipe técnica: Ahmed Haydar Clarice Rosa Olivo Fernanda Magalhães Arantes Costa Marina Alves Martins Siqueira Matheus Belloni Torsani Renato Starek
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