Abstract:
For at least 30 years, during the opportunities afforded by ABEM for discussion and reflection on medical, arguments have accumulated as to the need to change medical education. Little has been achieved, however, in terms of concrete results. lt may almost be said that there is social demand for the training process be changed to produce a different kind of doctor. This article seeks to analyze five problems often connected with the failure of various attempts to change medical education in Brazil.
The first is to allow the proposal for change to have 'owners' or to proceed in parallel with the power structures of the faculty, course or center, and thus fail to accumulate sufficient power to implement innovative projects. The second problem is to treat simplistically and superficially complex problems such as the pedagogical conception and methodologies of leaching and learning.
The third problem is trying to construct a proposal for change within the limits of the university.
The fourth mistake is to continue treating the training process in a fragmented fashion.
The last problem has to with the tendency to accentuate the contradictions and dichotomy between specialties in the training process and in professional practice, especially as between the clinic and collective health.
Keywords:
Medical education - trends; Problem - based learning