This study investigates the difficulties and needs relative to the development of teachers who work with active teaching/learning methods in medical education. The research subjects were 115 professors from a state university medicine course who work with problem-based learning (PBL) and problematization and have already performed the various teaching roles proposed. A questionnaire was used to collect data, with statements related to the research theme and analysis of the degree of agreement and/or disagreement, and the data was subsequently systematized, classified, tabulated and arranged in graphs. These data were complemented by semi-structured interviews, the content of which was subjected to thematic analysis. The difficulties identified included the devalued status of teachers, reinforced by a lack of recognition, low salaries and lack of time, since teachers feel forced to take on other jobs besides teaching. In relation to the demands, the interviewees recognized the need to develop their knowledge and teaching practices and highlighted practice as an underlying axis. Another important aspect is the management of medical schools, that has not been professionalized and is not recognized or given due value by the academic community. In this context, evaluation emerges as an important teacher development strategy, as it encourages reflection on their own work, but requires improvements. There is a clear need for personal and institutional investment so as to trigger and support the teacher development process. The result of this research indicates some proposals for teacher development programs to be offered for courses that use active teaching/learning methods in medical training. More studies are required to further the discussion regarding these proposals, since there are numerous interests and major challenges involved in active methods.
Medical Education; Faculty; Problem-Based Learning
