Marques Joana, Rosado-Pinto Patrícia
Gabinete de Desenvolvimento Profissional dos Docentes. Universidade Nova de Lisboa. Lisboa. Portugal.
Gabinete de Desenvolvimento Profissional dos Docentes. Universidade Nova de Lisboa. Lisboa. Portugal. Gabinete de Educação Médica. NOVA Medical School. Lisboa. Portugal.
Acta Med Port. 2017 Mar 31;30(3):190-196. doi: 10.20344/amp.8446.
To be a college teacher requires a permanent effort in developing specific competencies, namely in the pedagogical domain. This paper aims both to describe the pedagogical professional development program offered by the Medical Education Office of NOVA Medical School of Universidade Nova de Lisboa and to analyse its role in the enhancement of reflection around curriculum and teaching practice.
Description of the pedagogical programme offered between 2010 and 2016. We focused the analysis on different kinds of data - opinions of the participants in the training programme (questionnaire before and after the training); pedagogical products elaborated by the participants in the programme - design of lessons, modules or curricular units; questionnaire sent in 2016 to NOVA Medical School teachers responsible for the curricular units, about the contribution of their disciplines to the accomplishment of the core learning outcomes of the NOVA Medical School medical graduates.
The pedagogical training needs identified by the teachers focused mainly on improving practice, critically analysing the curriculum and sharing experiences. Globally the training programme was deeply appreciated and considered very good by 97% of the participants. The lesson plans delivered showed that the teachers were able to integrate and apply the concepts developed during the training. The answers from the 46 faculty responsible for the curricular units (the majority of them had attended the Medical Education Office training programme) highlighted their capacity to critically approach content and pedagogical strategies within their disciplines as well as their contribution to the main goals of the medical curriculum.
The results underlined the importance of a pedagogical training focused on the critical analysis of curriculum and pedagogical practice. On the other hand, the pedagogical products analyzed revealed great mastery by teachers of the content and pedagogical strategies present in the curricula of their respective curricular units, as well as their alignment with the general objectives of the Mestrado Integrado em Medicina.
In line with the literature of the specialty, pedagogical training in Higher Education, rather than aiming at the mere acquisition of techniques, should, above all, give priority to spaces for joint reflection on the curriculum and on the pedagogical options of teachers.
成为一名大学教师需要不断努力培养特定的能力，尤其是在教学领域。本文旨在描述里斯本新大学医学院医学教育办公室提供的教学专业发展计划，并分析其在促进围绕课程和教学实践的反思方面所起的作用。
描述2010年至2016年期间提供的教学计划。我们将分析重点放在不同类型的数据上——培训计划参与者的意见（培训前后的问卷）；计划参与者制作的教学产品——课程、模块或课程单元的设计；2016年发给负责课程单元的里斯本新大学医学院教师的问卷，内容涉及他们的学科对实现医学院医学毕业生核心学习成果的贡献。
教师确定的教学培训需求主要集中在改进实践、批判性分析课程和分享经验。总体而言，97%的参与者对培训计划评价很高，认为非常好。提交的教案表明教师能够整合并应用培训期间所学的概念。46位负责课程单元的教师（其中大多数参加过医学教育办公室的培训计划）的回答突出了他们批判性处理学科内内容和教学策略的能力以及他们对医学课程主要目标的贡献。
结果强调了以批判性分析课程和教学实践为重点的教学培训的重要性。另一方面，所分析的教学产品显示教师对各自课程单元课程中的内容和教学策略掌握程度很高，并且与医学综合硕士课程的总体目标保持一致。
与该专业的文献一致，高等教育中的教学培训不应仅仅着眼于技术的获取，而首先应优先为共同反思课程和教师的教学选择提供空间。
