Matrixes for Competency-Guided Teaching of Medical Emergency CareABSTRACT
The School of Medical Sciences and Health at the Pontifical Catholic University of São Paulo (PUC-SP), Sorocaba campus, inserted its fifth and sixth year students into an Emergency Care Unit during their emergency care internship, aiming to enhance the teaching and learning of emergency care and to prepare them to perform at all care levels of the Unified Health System. This experience led to analysis of the competencies that must be acquired to assist clinical patients in urgent care, taking into account the specific characteristics of this matter. For the acquisition of these skills, matrixes of medical knowledge themes, abilities and attitudes were built, based on the patient’s demands and on the learning opportunities, emphasizing that these contents and practices must be offered as from the beginning of the course. The school’s curricular design, developed through modules, turned out to favor this process. This framework could be adopted by other schools that use different pedagogical strategies and even by other disciplines, bestowing on the teaching of emergency care a longitudinal and interdisciplinary characteristic.
Medical Education; Emergency; Clinical Competency; Competency-Based Education; Learning
