Alignment of Different Pedagogical Projects of Medicine Courses with the National Curricular Guidelines

ABSTRACT The objective of this research was to analyze the pedagogical projects of two undergraduate medical education courses (CPP) to determine the degree of alignment with the National Curricular Guidelines (NDC) of Medical Education, aiming to understand the differences that arise from the curricular models adopted. Three medical education experts were invited to review the documents relating to the course pedagogical projects (CPP) and to complete an evaluation instrument developed to evaluate adherence to the previously published ten-dimensional DCN 2001. The score calculated from the instrument classifies the schools in relation to the degree of adherence to the DCN, with scores ranging from 0 ≤ to 20%, from 20 to ≤ 40%; 40 to ≤ to 60%; from 60 to ≤ to 80% and from > 80% considered respectively, divergent, poorly adherent, regular adherence, adherent moderately and strongly adherent. Content analysis of PPPs was also conducted to search for evidence on domains in the text. The total scores of 47.5% (Institution of Higher Education 1) and 82.5% (Institution of Higher Education 2), showed regular adherence of the PPC of Institution of Higher Education 1 and marked of the CPP of Institution of Higher Education 2 to DCN 2001. These differences were manifested especially in the dimensions of the adequacy of the teaching methodology to the course design, of the interrelationship of the disciplines in the conception and execution of the curriculum and in the existence of integrating modules or themes. The CPP analyzes showed that, in general, there is adherence to the DCN in different stages. We observed a good reliability of this instrument used in the analysis of the three evaluators for both institutions of higher education (Cronbach’s alpha of 0.77 for Institution of Higher Education 1 and Cronbach’s alpha of 0.75 for the Institution of Higher Education 2). The comparison of the means of the scores of the evaluators by size was submitted to a significance analysis with the Student t Test. It is concluded that the two schools, in intensity and in different ways and respecting the institutional culture, gradually incorporated the framework of the national curricular guidelines.

摘要 本研究旨在分析两项本科医学教育课程的教学计划（CPP，Course Pedagogical Projects），以明确其与医学教育国家课程指南（NDC，National Curricular Guidelines）的契合程度，进而探究不同课程模式所带来的差异。本研究邀请3名医学教育专家审阅两项课程教学计划相关文档，并完成一套专为评估契合已发布的十维度DCN 2001标准而开发的评估工具。通过该工具计算得到的得分可用于划分院校与DCN的契合程度，具体区间及对应等级为：0%≤得分≤20%为背离型，20%<得分≤40%为弱契合型，40%<得分≤60%为一般契合型，60%<得分≤80%为较契合型，得分>80%为强契合型。本研究同时对课程教学计划文本开展内容分析，以挖掘各维度的文本依据。两所高等院校的总得分分别为47.5%（院校1）与82.5%（院校2），结果显示院校1的课程教学计划与DCN 2001呈一般契合，院校2则呈高度契合。这类差异主要体现在以下维度：教学方法与课程设计的适配性、课程规划与实施过程中学科间的联动性，以及整合式模块或主题的设置情况。课程教学计划的分析结果显示，整体而言两所院校均在不同阶段践行了DCN标准。本次分析中，3名评估者使用的评估工具具备良好的信度：院校1的克朗巴哈α系数（Cronbach’s alpha）为0.77，院校2的克朗巴哈α系数为0.75。针对评估者得分的均值差异，采用学生t检验（Student t Test）开展显著性分析。综上，两所院校均结合自身院校文化，以不同程度与路径逐步融入了国家课程指南的框架体系。