Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

ABSTRACT In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

摘要
2006年，PUC-SP（Pontifícia Universidade Católica de São Paulo，圣保罗圣若望天主教大学）医学与健康学院（Faculty of Medical Sciences and Health of PUC-SP，以下简称FCMS of PUC-SP）的医学专业彻底重构了课程体系与教学培养方案，并开始采用以问题为导向的学习（problem-based learning，PBL）为核心的主动式教与学方法。教师群体往往会对这类变革产生一定抵触情绪，这取决于变革对其日常教学实践带来的影响。然而，教师的参与度与对改革方案的认同，是改革得以落地并持续优化的核心前提。

有鉴于此，本研究旨在评估FCMS of PUC-SP医学专业的教师，对此次课程改革所引发的变革的看法；分析变革对教师自身工作、课程质量以及毕业生医师的影响，并征集教师对完善课程体系的建议，以达成核心研究目标：培养适配民众健康需求与医疗体系发展的高素质专业医疗人才。

本研究通过经过预测试的半结构化问卷收集数据，问卷发放对象为该医学专业的在职教师。本文所聚焦的问卷第二部分，仅要求在课程改革前已就职于该专业的教师作答。在178名受邀教师中，共有102人完成了问卷；其中73人（占比71.6%）在课程改革前已在该专业任职，并完成了问卷第二部分的作答。

总体而言，教师们对此次改革带来的变革持积极态度，尤其认可学生在教与学过程中的主体地位，以及新教学模式为教师自身职业发展带来的成长。同时，教师们认为课程质量与毕业生医师的水平均得到了提升。尽管改革整体评价向好，但向跨学科教学模式的转型，以及课程配套物理设施与设备的不足，仍给教师的教学工作带来了额外复杂度。在持续推进课程优化的过程中，学生评价难度较大以及缺乏长效的教师职业发展规划，是当前亟待解决的主要问题。