Revisiting the Basic Cycle: Prospects by Undergraduates' Students of a Brazilian Dentistry School

Objective: To analyze the perception of undergraduates' students in a Dentistry School about the impact of basic disciplines on their professional development, as well the integration of this knowledge with the professional sphere. Material and Methods: It is a qualitative research study carried out through focus groups comprised of dentistry students close to finishing their degree. The data were analyzed by the thematic content analysis. Results: Four categories derived from the empirical material: "Disassociation of basic disciplines within the professional cycle", "Autonomy or transference of responsibility", "Campus-DOD distancing" and "Humanization of health care from first moments". The narratives showed the difficulties faced in order to effect, indeed, integration between the basic cycle and the curricular components of the vocational cycle. It was also evident the decontextualization of the basic cycle with the perspective of approach with professional practice. In addition, student's protagonist posture and learning how to humanize health care were identified as important factors to be debated and improved in the curriculum from the beginning of the course. Conclusion: The difficulties faced in order to effect an actual integration between the basic disciplines and the professional disciplines bring undesirable consequences upon undergraduate, being fundamental that the construction of new pedagogical projects means an effective integration of the contents to the curriculum design, avoiding any fragmentation between the basic and vocational cycle.

PET-Health as inducer of professional education to Unified Health System. / PET-Saúde como indutor da formação profissional para o Sistema Único de Saúde.

PET-Health is configured as a program developed by health courses guided by the principle Unified Health System (SUS), with the preceptorship of a professional from health public service. The aim of the research was to compare the performance between PET-Health undergraduate of Dentistry, Medical and Nursing courses by the results of National Student Performance Exam (ENADE) in 2010 with those who did not participate in the program. The study population consisted of 49,758 students, which 761 participated in PET-Health. To analyze the performance of students in 2010 were considered the mean scores in general education, expertise skill and public health. Students who participated in PET-Health had superior performance in all means (55.48) when compared to those who did not (50.96). The shared investment between the Ministries of Health and Education in PET-Health, strategy involving students, professionals from public services and professor, contribute to the reorientation of health training, producing a great relationship between public health services and university.

PET-Saúde como indutor da formação profissional para o Sistema Único de Saúde / PET-Health as inducer of professional education to Unified Health System

O PET-Saúde é configurado como um programa desenvolvido por cursos da área da saúde voltados para o Sistema Único de Saúde (SUS), com a preceptoria de um profissional do serviço público. O objetivo da pesquisa foi comparar o desempenho entre alunos que participaram do PET-Saúde de cursos de Odontologia, Medicina e Enfermagem por meio dos resultados do Exame Nacional de Desempenho de Estudantes (ENADE) em 2010 com aqueles que não participam. A população do estudo consistiu de 49.758 estudantes, dos quais 761 participaram do PET-Saúde. Para analisar o desempenho de estudantes em 2010 foram considerados os escores médios dos conhecimentos gerais, habilidades específicas e saúde coletiva. Os alunos que participaram do PET-Saúde tiveram um desempenho superior em todas as médias (55,48) quando comparados com aqueles que não o fizeram (50,96). O investimento compartilhado entre os Ministérios da Saúde e Educação no PET-Saúde, estratégia envolvendo estudantes, profissionais de serviços públicos e professores, contribuiu para a reorientação da formação em saúde, produzindo uma importante relação entre os serviços de saúde pública e a universidade.(AU)

PET-Health is configured as a program developed by health courses guided by the principle Unified Health System (SUS), with the preceptorship of a professional from health public service. The aim of the research was to compare the performance between PET-Health undergraduate of Dentistry, Medical and Nursing courses by the results of National Student Performance Exam (ENADE) in 2010 with those who did not participate in the program. The study population consisted of 49,758 students, which 761 participated in PET-Health. To analyze the performance of students in 2010 were considered the mean scores in general education, expertise skill and public health. Students who participated in PET-Health had superior performance in all means (55.48) when compared to those who did not (50.96). The shared investment between the Ministries of Health and Education in PET-Health, strategy involving students, professionals from public services and professor, contribute to the reorientation of health training, producing a great relationship between public health services and university.(AU)

O professor (ainda) no centro do processo ensino-aprendizagem em Odontologia / The teacher (still) in the center of the teaching-learning process in Dentistry

Há um reconhecimento da necessidade de mudança na educação de profissionais de saúde frente à necessidade de formar profissionais capazes de responder às demandas sociais e com isso trazer melhor qualidade de vida à população. Para isto, é fundamental discutir como o professor se insere neste contexto uma vez que é dele a responsabilidade pela condução do processo educativo. O objetivo deste estudo foi analisar a percepção de alunos do curso de graduação em Odontologia da Universidade Federal do Rio Grande do Norte (UFRN) a respeito do papel do professor no processo ensino-aprendizagem. Trata-se de estudo de natureza qualitativa, realizada por meio da técnica de grupos focais compostos por estudantes regulares dos 2º, 3º, 4º, 8º e 9º períodos, no ano 2012. Os estudantes entrevistados enfatizaram o professor como o grande responsável pelo seu aprendizado. Da análise dos dados surgiram quatro categorias: Metodologia adotada pelo professor, Relacionamento professor/aluno como influente no processo de aprendizagem, Falta de autonomia do discente e Formação docente. O estudo revelou que o professor ainda é mantido no centro do processo de ensino em função da passividade dos discentes em não assumir seu papel de corresponsáveis por sua formação, possivelmente pela postura adotada pelo professor, centrada na técnica e com pouca base em metodologias pedagógicas ativas (AU).

There is recognition of the need for change in education of health professionals to face the need to train professionals able to respond to social demands and bring with it higher quality of life for the population. For this, it is essential to discuss how the teacher fits in this context since it is their responsibility for the conduct of the educational process. The aim of this study was to analyze the perception of undergraduate students of dentistry at the Federal University of Rio Grande do Norte (UFRN) about the role of the teacher in the teaching-learning process. This is a qualitative study, conducted by the technique of focus groups composed of regular students of 2nd, 3rd, 4th, 8th, and 9th periods/semesters, in the year 2012. Respondent students em phasized the teacher as largely responsible for their learning, in so being in the center of the teaching-learning process. In analysis of the data, four categories emerged: methodology adopted by the teacher, teacher / student relationship as influential in the learning process, lack of autonomy for the student, and teacher training. The study showed that the teacher is still kept in the center of the teaching process according to the passivity of students in not taking their role as coresponsible for their learning, possibly because of the stance taken by the teacher, focused more on technique and with little basis in active teaching methodologies. In other words, not enough hands-on learning methodologies/activities are being implemented by the teachers (AU).