Author(s)

Patricia Alves de Souza¹, Marco Aurélio Da Ros², Angélica Maria Bicudo³

¹Universidade do Planalto Catarinense (UNIPLAC), Lages, Brazil.
²Universidade do Vale do Itajaí (UNIVALI), Itajaí, Brazil.
³Universidade de Campinas (UNICAMP), Sao Paulo, Brazil.

The new Medical Program curriculum guidelines led to the program restructure in Brazil. In 2001, PROMED (Program for the Encouragement of Curricular Changes in Medical Courses) was created, as a result of a partnership between the Ministry of Health (MS) and the Ministry of Education (MEC) to financially encourage medical schools to implement changes in 3 aspects. 1) Theoretical guidance (Production of knowledge as required by the Single Health System (SUS-free health care system for the population), 2) Post-Graduate Program and Continuing Education, Practices Scenarios Diversification of practice scenarios, 3) University services to serve the needs of SUS and Pedagogical Approach (Pedagogical change-student-centered, basic-clinical cycle integration). The purpose of this paper is to examine the role of professors in curriculum changes promoted by PROMED. Nineteen coordinators of medical programs that received PROMED resources were interviewed. The category: “The role of Professors” with 3 subcategories: The need for qualification of professors, adapting to change and the process under development. For a curriculum change to be consolidated it is necessary to overcome various barriers, as the starting point are ways, processes and teaching practices deeply rooted in some professors. And continuing education is essential for professors. They go from knowledge holder to learning facilitators, allowing students to learn by doing themselves.

Medical Education, Professors

Souza, P. , Da Ros, M. and Bicudo, A. (2017) The Role of Professors in Changing Medicine Programs. Creative Education, 8, 2430-2437. doi: 10.4236/ce.2017.815166.