English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In 2006, the medical school of the Faculdade de Ciencias Medicas e da Saude (FCMS) of the Pontificia Universidade Catolica de Sao Paulo (PUC-SP), changed its pedagogical project, in use since the 1970s, to use active teaching/learning methods, anchored in the Problem Based Learning. As expected, in an educational institution such as FCMS of PUC-SP, which brings a great appreciation of the democratic process, changes such as these are not imposed on the academic community, but are inserted in a context of broad discussion, guided by external and internal events to the Institution. Objectives: To identify and analyze the main external and internal determinants of the 2006 curricular reform. Methods: The bibliographic data and the researches in the FCMS of PUC-SP archives were used to understand and contextualize the social, institutional and governmental movements in promoting curricular changes in medical courses in Brazil. To understand the internal determinants, we sought to reconstruct the academic environment in the period of reform, identifying the motivators of the academic community. Results: The change in the curriculum of the medical course of the PUC-SP occurred within a broad external movement, aimed to graduate general practitioners beyond the specialization. Added to this, an environment of some teachers’ dissatisfaction with the traditional pedagogical model in practice. Conclusion: It was opted for a curricular model appropriate to the institution’s principles, which incorporated the national curricular guidelines for medical schools and with a commitment to graduate doctors committed to the country’s health system.

Determinantes externos e internos da reforma curricular do curso de medicina da Pontifícia Universidade Católica de São Paulo