Veiga Eneida Q O, Batista Nildo A
Universidade Federal de São Paulo, São Paulo, SP, Brazil.
J Pediatr (Rio J). 2006 Mar-Apr;82(2):115-20. doi: 10.2223/JPED.1458.
The aim of this study is to describe and analyze the teaching of pediatrics in medical schools of the state of Rio de Janeiro in terms of structure, hour load, insertion into the Medical course curriculum, objectives, syllabuses, learning scenarios, and evaluation methods.
A cross-sectional study of 16 pediatric courses of medical schools of the state of Rio de Janeiro was carried out using exploratory and descriptive research methods. The data were obtained at the investigated schools from the Teaching Coordinators of the Pediatric courses, and institutional documents were also analyzed.
The insertion of pediatric education into the Medical course curriculum, the learning environments and the criteria for the selection of contents were not so different among the investigated courses. Pediatric education corresponds to 10.07% of the total hour load of the medical course; this rate is very close to the one recommended by Southern Cone pediatric associations. Pediatric medical education begins in the third year in most of the undergraduate courses. Cognitive development in the learning process and student-centered evaluation, predominantly based on written tests, are highlighted. Among the analyzed courses, the percentage of practical activities ranges from 0 to 60% in the pre-internship period.
The teaching of pediatrics in medical schools of the state of Rio de Janeiro gives priority to general medical education; in the pre-internship period, expositive lectures prevail; primary health care settings are used; evaluation is focused on written tests, placing special emphasis on cognitive aspects in most courses.
本研究旨在从结构、课时量、在医学课程体系中的融入情况、目标、教学大纲、学习场景和评估方法等方面，描述和分析里约热内卢州医学院校的儿科学教学情况。
采用探索性和描述性研究方法，对里约热内卢州医学院校的16门儿科学课程进行横断面研究。数据从被调查学校的儿科学课程教学协调员处获取，并对机构文件进行了分析。
在所调查的课程中，儿科学教育在医学课程体系中的融入情况、学习环境和内容选择标准并无太大差异。儿科学教育占医学课程总课时量的10.07%；这一比例与南锥体儿科学协会推荐的比例非常接近。大多数本科课程的儿科学医学教育在第三年开始。学习过程中的认知发展以及以学生为中心的评估（主要基于笔试）受到重视。在所分析的课程中，实习前阶段实践活动的比例在0%至60%之间。
里约热内卢州医学院校的儿科学教学以普通医学教育为主；在实习前阶段，以讲授式讲座为主；采用基层医疗保健机构；评估侧重于笔试，大多数课程特别强调认知方面。
