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O DEM Entrevista
Esta entrevista mensal de personalidades ligadas à Educação Médica pretende apresentar a sua reflexão sobre os desafios atuais ao ensino-aprendizagem em Medicina e sobre os novos modelos e estratégias que se desenham para o futuro.
O Departamento de Educação Médica (DEM) é uma unidade estrutural da FMUL que tem como missão a Formação de Docentes, a Avaliação dos Processos de Ensino- Aprendizagem, a Investigação em Educação Médica e o Acompanhamento do Ensino na Faculdade a nível Pré-graduado, Pós-graduado e na Formação Continua.
O DEM tem como objetivos:
- Garantir e melhorar os processos de ensino-aprendizagem, apoiar a inovação no planeamento do currículo, dos métodos de ensino e avaliação
- Promover métodos de ensino baseados na evidência científica
- assegurar critérios de excelência em educação médica
- Alinhar as prioridades em Educação com as da Saúde.
- Assegurar a atualização e a formação continua dos docentes, em articulação com o Conselho Pedagógico
- Promover a avaliação da qualidade e eficácia do Ensino em articulação com a AEFML
- Criar uma bibliografia básica para formação em Educação Médica
- Promover a investigação em Educação Médica
- Promover interação com outras instituições universitárias nacionais e internacionais, com criação de redes de interação no desenvolvimento de práticas e de investigação
- Contribuir para uma “nova visão” na FMUL, com uma maior globalização/internacionalização e procura da excelência.
Temos como desafios:
- Nova visão e responsabilidade social da Escola Médica (social accountability)
- Abordagem científica na educação
- Novas abordagens no ensino, aprendizagem e avaliação dos alunos
- Necessidade de aliar prioridades em Educação com as da Saúde.
O que fazemos:
- Ações de Formação para Docentes
- Sessões de Jornal Club
- Ciclos de Webinars
- Ações de colaboração o Conselho Pedagógico da FMUL e outras unidades estruturais
- Criação de um Manual da Pedagogia da FMUL
- Organização de Workshops e Seminários na área da Educação Médica
- Entrevistas em Educação Médica
- Suporte científico e logístico de outras ações educativas da FMUL
Helena Cortez-Pinto has been Full Professor of Medicine at the Faculty of Medicine of Lisbon. Her activity includes Pre and Postgraduate education and director University Clinic of Gastroenterology of the Faculty of Medicine of Lisbon. She is President of Master's degree in Clinical Nutrition Scientific Counsel and coordinator of Integrated Master's Degree in Medicine disciplines and coordinator of the disciplines in Nutrition Science Degree. Helena Cortez-Pinto is member of the FMUL School Counsel, vice-president of CAML´s Ethical Commission, member of the FMUL´s Scientific Counsel and the CAMAL Doctor Program´s Scientific Commission. MD, specialist in Gastroenterology, has particular interest in Hepatology, in the area of Alcoholic and Non-Alcoholic Fatty Liver, as well as in Public Health. These areas have a strong relationship with Nutrition, which is another area in which she has been of particular interest. She is the coordinator of the Hepatology Unit of the Department of Gastroenterology of the Santa Maria Hospital and vice-president of the United European Gastroenterology (UEG)She has been an EASL EU Policy Adviser (April 2016 – December 2019), dealing with risk factor issues, including food and alcohol policies. She is an associate editor of Liver International and a member of the Editorial Board of the Journal of Hepatology. She has published more than 150 scientific articles in journals including JAMA, Gastroenterology, Hepatology, Journal of Hepatology, and Liver International.
Isabel Pavão Martins is a neurologist who completed her medical training in Neurology at the Hospital de Sta Maria in Lisbon and also at the National Hospital for Nervous Diseases in London. She is currently Associate Professor of Neurology at the Faculty of Medicine, University of Lisbon (FMUL), Investigator at the Instituto de Medicina Molecular and Consultant Neurologist at the Hospital de Sta Maria. She is currently the Director of the Department of Medical Education of FMUL. She was President of the Portuguese Society of Neurology (2008-2010) and President of the Pedagogic Council of the Lisbon Faculty of Medicine (2015-2017). Her main research interests are Headache and Behavioral Neurology. She has 150 scientific publications in those fields.
Born in 1974, he graduated in Medicine (Faculdade de Medicina, Universidade Lisboa; FMUL) in 1998 and became a specialist in Neurology, Clinical Neurophysiology and Clinical Pharmacology. His main academic degrees are: Master of Neurosciences (FMUL); Master of Neurological Electrodiagnosis (University of Barcelona); Doctor of Medicine, Discipline of Neurology (FMUL); and Postdoctoral Research Fellowship by CIBERNED (Spain Ministry of Health). His main current activities are: Associate Professor of Clinical Pharmacology and Therapeutics (FMUL); Deputy Director, Centre for Evidence-Based Medicine (FMUL); Coordinator Editor, Cochrane Movement Disorders; Principal Investigator, Clinical Pharmacology Unit (IMM); Board Member, Education working group, European Association for Clinical Pharmacology and Therapeutics; Chair, Guidelines production group, European Academy Neurology; and President Clinical Pharmacology College (Portuguese General Medical Council). He has published over 200 papers indexed in Medline/Embase. Most relevant award: Scientific Prize of the University of Lisbon.
Paulo Jorge Nicola is a medical doctor, who has interest and experience in a range of clinical and epidemiology research studies. His research interests include also statistics, health informatics, health services, and health policy. He was trained in Clinical Research and Epidemiology at the Mayo Clinic, USA and has led projects and research groups at the Epidemiology Unit of the Institute of Preventing Medicine and Public Health, at the Faculty of Medicine of the University of Lisbon (FMUL). He is also lecturer at the Department of Engineering and Management, Instituto Superior Técnico (IST). Past relevant experience includes the collaboration on the evaluation of the Portuguese Health System and the Portuguese National Health Plan with World Health Organization-Europe, the coordination of the National Health Plan from 2009-11 and advisor to the Secretary of State Deputy of the Minister of Health from 2011-2015. As a faculty at FMUL, he was responsible for the creation and organization of post-graduate training courses and programs in the area of epidemiology and clinical research methods, namely the Master’s Degree in Epidemiology, teaching, mentoring graduate and degree students.
Director of the Gastroenterology, Hepatology Service, Centro Hospitalar Lisboa Norte, 2018. Associate Professor with Aggregation, Faculty of Medicine, University of Lisbon (FMUL). President of the Portuguese Society of Gastroenterology (2019-2021). Member of the College of Gastroenterology of the Ordem dos Médicos. Member of the Advisory Board of the European Liver Patient Association (ELPA). Fellow of the American Association for the Study of Liver Diseases since 2018 . Director of the Center for Palliative Medicine at FMUL, since 2020. Member of the Pedagogical Council of FMUL, since 2011. Medal of Merit of the Ordem dos Médicos, 2015. Chief Editor of the Portuguese Medical Act (2011-2016). 122 articles indexed in PubMed including New England Journal Medicine (4th and 8th author), Gastroenterology, Liver International, Journal Viral Hepatitis, Annals Oncology, Lancet Gastr Hepatol, World J Gastroenterol, Endoscopy, etc. Organizer of 35 meetings including the Digestive Week (National Congress of Gastroenterology) 2017, 2020. Training of 400 hours in health management, communication of bad news, conflicts, quality, auditing, data protection, time management, leadership, coaching, etc.
Rui Lourenço Teixeira holds a master's degree in Medicine. He has been a teacher since 2011, having taught several disciplines of basic and pre-clinical sciences at FMUL. He is also a guest lecturer at the Graduate Program in Higher Education Pedagogy of the Institute of Education of ULisboa. He has worked as a junior researcher in several translational research projects, as well as as a co-investigator in several clinical trials. He is currently an resident-phD student in Medicine-Rheumatology at the Hospital de Santa Maria and a researcher at the Institute of Molecular Medicine. He is the first ambassador of the "Observar e Aprender" Program at the Faculty of Medicine, a program of the University of Lisbon for the inter-peer training of professors from the various organic units of the University. He was a member of the Statutory Assembly and the School Council of our Faculty. He currently is the Portuguese representative at Junior Doctor Network of the World Medical Association.
Nos anos letivos 2018/2019 e 2019/2020 o DEM organiza Ações de Formação (AFs) de curta duração, com o objetivo de oferecer ferramentas muito práticas prontas a serem usados na prática diária docente.
O Journal Club do DEM, coordenado pela Professora Catarina Fonseca e pelo Dr. Tomás d´Elvas Leitão, centra-se na apresentação e discussão de artigos em Educação Médica.
- O Manual de Pedagogia
- Swanwick T, Forrest K, O´Brien B, editors: Understanding Medical Education: Evidence, theory and practice. 3rd ed. New York: John Wiley & Sons Inc; 2019.
- Cantillon P, Wood D, Yardley S. ABC of learning and teaching medicine. 3rd ed. New York: John Wiley & Sons Inc; 2017.
- Harden R, Hunt D, editors. A practical guide for medical teachers. 5th ed. London: Elsevier; 2017.
- Harden R, Laidlaw JM. Essential skills for a medical teacher: An introduction to teaching and learning in Medicine. 2th ed. London: Elsevier Health Sciences; 2016.
- Martins IP, Fonseca AC, Pires L, Ferro JM. Undergraduate neurology teaching: Comparison of an inpatient versus outpatient clinical setting. Eur J Neurol. 2020 Dec 13. doi: 10.1111/ene.14677
- Frenk J, et al. (2010). The Lancet Report: Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376(9756); 1923-1958.
- Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, Galbraith R, Hays R, Kent A, Perrott V, Roberts T. (2011). Criteria for good assessment: Consensus statement and recommendations from the Ottawa 2010 Conference. Medical Teacher, 2011; 33(3): 206–214.
- Mulvany, M. J., Deckert, J., Gordon, D., Karle, H., Lackovic, Z., & Lindgren, S. Standards for PhD. Education in Biomedicine and Health Sciences in Europe. 2012. For ORPHEUS, Association for Medical Schools in Europe (AMSE), World Federation for Medical Education (WFME). 2012. Aarhus University Press, Aarhus, Denmark. ISBN, 978(87), 7934.
- A Reforma Curricular na FMUL. Relatório de Concretização do Processo de Bolonha 2008-2009. FMUL dezembro de 2009.
- Harden, RM. (1999). AMEE Guide No. 14: Outcome-based education: An introduction to outcome-based education. Medical Teacher 21.1: 7-14.
- Harden RM, Crosby JR, Davis MH, Friedman M. (1999). AMEE Guide No. 14: Outcome-based education: From competency to meta-competency: a model for the specification of learning outcomes. Medical Teacher, 21(6): 546-552.
- Holmboe ES, Sherbino J, Englander R, Snell L, Frank JR on behalf of the ICBME Collaborators. A call to action: The controversy of and rationale for competency-based medical education. Medical Teacher 2017; 39:6, 574-581.
- M. Harden, Janet Grant, Graham Buckley, IR Hart, R. "BEME Guide No. 1: Best evidence medical education." Medical Teacher 1999: 21: 553-562.
- High Level Group report on the new modes of learning and teaching in universities 2014. ec.europa.eu/dgs/education_culture/.../reports/modernisation-universities_en.pdf
- Tuschling, A., & Engemann, C. (2006). From education to lifelong learning: The emerging regime of learning in the European Union. Educational philosophy and theory, 38(4), 451-469.
- Ruiz, J. G., Mintzer, M. J., & Leipzig, R. M. The impact of e-learning in medical education. Academic medicine 2006; 81: 207-212.
- Khogali, S. E. O., Davies, D. A., Donnan, P. T., Gray, A., Harden, R. M., McDonald, J & Yu, N. Integration of e-learning resources into a medical school curriculum. Medical teacher, 2011; 33:311-318.
- Loewen, P., Legal, M., Gamble, A., Shah, K., Tkachuk, S., & Zed, P. Learner: preceptor ratios for practice‐based learning across health disciplines: a systematic review. Medical education, 2017; 51: 146-157.
- Evans, N. R., Warne, B., & Wood, D. F. Developing a pragmatic medical curriculum for the 21st century. Medical Education, 50(12), 1192-1194.
- Association of American Medical Colleges Liaison Committee on Medical Education (2011). Functions and Structure of a Medical School. Standards for Accreditation of Medical Education Programs Leading to the Md degree (umsc.org.uic.edu/documents/LCME_standards.pdf). Tomorrow's doctors. General Medical Council. Education Committee
- Word Federation of Medical education (2012). WFME global standards for quality improvement (http://www.wfme.org/standards).
- Van Zanten, M., Norcini, J. J., Boulet, J. R., & Simon, F. (2008). Overview of accreditation of undergraduate medical education programmes worldwide. Medical education, 2008; 42: 930-937.
Centro de Recursos do DEM
É quase impossível para o docente das profissões da saúde manter-se atualizado na área. Várias iniciativas foram criadas pela AMEE, the Association for Medical Education in Europe, também designada por International Association of Medical Education (www.amee.org), a maior Associação a nível mundial na área de Educação Médica, com membros em mais de 90 países nos 5 continentes. O objetivo destas iniciativas é apoiar e fornecer aos docentes e outros stakeholders fontes de informação prontamente acessíveis sobre tópicos educacionais específicos
O estatuto de Membro Institucional Premium da AMEE, foi oferecido à FMUL sem qualquer custo. É neste contexto que o DEM partilha links em Educação Médica bem como diversas iniciativas da AMEE, disponibilizadas, com o objetivo de apoiar a prática docente, nomeadamente:
- Medical Education Associations
- Medical Education Journals
- Useful databases and sites
- AMEE Initiatives:
- AMEE Annual Conferences
- AMEE Resource Centre
- AMEE Guides
- BEME Guides
- AMEE Webinars
- AMEE Blogs
Links e Recursos em Educação Médica
- Academy of Medical Educators (AME)
- Alliance for CME (ACME)c
- Asian Medical Education Association
- Association of American Medical Colleges (AAMC)
- Association for the Study of Medical Education (ASME)
- Association of Faculties of Medicine of Canada (AFMC)
- Association of Standardized Patient Educators (ASPE)
- Canadian Association for Medical Education (CAME)
- Educational Commission for Foreign Medical Graduates (ECFMG)
- European Medical Students Association (EMSA)
- Finnish Medical Association (FMA)
- Foundation for Advancement of International Medical Education and Research (FAIMER)
- General Medical Council (GMC)
- Gesellschaft fur Medizinische Ausbildung (GMA)
- Global Alliance for Medical Education (GAME)
- International Association of Medical Science Educators (IAMSE)
- International Federation of Medical Students Associations (IFMSA)
- Israeli Medical Association (IMA)
- Medical Council of Canada
- Medical Protection Society
- MEDINE: Medicine Thematic Network
- National Association of Clinical Tutors (NACT)
- National Board of Medical Examiners (NBME)
- Netherlands Association for Medical Education (NVMO)
- Permanent Working Group of European Junior Doctors
- Sociedad Chilena de Educación en Ciencias de la Salud, SOEDUCSA
- Sociedad Española de Educación Médica (SEDEM)
- Society for Academic Continuing Medical Education (SACME)
- The Higher Education Academy Subject Centre for Medicine, Dentistry, Veterinary Medicine
- The Association of Medical Schools in Europe (AMSE)
- The Association for Health Professional Education (ANZAME)
- The Institut für medizinische und pharmazeutische Prüfungsfragen (IMPP)
- Turkish Association for Medical Education (TAME)
- VII Congreso Internacional de Educación en Ciencias de la Salud
- Veterinary Education Worldwide (ViEW)
- World Federation for Medical Education (WFME)
- Academic Medicine (The journal of AAMC)
- Advances in Health Sciences Education
- Anatomical Sciences Education
- BMC Medical Education
- British Medical Journal
- Educación Médica (in Spanish)
- Education for Health (the journal of The Network: TUFH)
- Education for Primary Care
- Foundation Years Journal (the journal of 123Doc Education)
- Focus on Health Professional Education (the journal of ANZAME)
- International Journal of Medical Education
- JMIR Medical Education (JME)
- Journal for Medical Education of the German Association for Medical Education (GMA)
- Journal of Continuing Education in the Health Professions (JCEHP)
- Journal of Graduate Medical Education
- Journal of Interprofessional Care
- Journal of Postgraduate Medicine
- MedEdPublish (the open access journal of AMEE)
- Medical Education (the journal of ASME)
- Medical Education Online
- Medical Science Educator
- Medical Teacher (the journal of AMEE)
- Pédagogie Médicale
- Perspectives on Medical Education (Journal of Netherlands Association for Medical Education)
- Postgraduate Medical Journal (the journal of continuing professional development)
- Teaching and Learning in Medicine
- Research and Development in Medical Education (RDME)
- 7 Best Medical Schools in Switzerland
- About US Medical Schools
- Adult Basic Life Support Algorithm for Healthcare Providers
- All Allied Health Schools
- American Academy of CPR and First Aid
- British Education Index
- Cerebral Palsy Symptoms
- Combined Health Information Database
- Drug Watch
- Education Online
- EMT Training
- Healthcare Administration Degree
- Joint Commission Resources
- Masters in Healthcare
- Medical Assistant Degrees
- MedEdWorld - a global online medical education community
- Medical Journals Links
- Medical Student Advisors
- Medical Supply Store
- Medline via PubMed
- METRO - Medical Education Taxonomy Research Organisation
- Remington College - Medical Assistant Certification
- Research Methodology
- School of Health Professions Education (SHE)
- Social Work Degrees
- Study Guide for the Systems of the Body
- The Sydney Child Health Program
- Top Online Medical Assistant Schools