Department of Medical Education
Director

 

 

 

The Department of Medical Education (DEM) is a structural unit of FMUL that will promote Teacher Training, Evaluation of Teaching Learning Processes, Research in Medical Education and the Monitoring of Clinical Education.

When and how 

Coordination (2018)
Previous coordination (2017)
Creation (2015)

Our aims:

- Globalization
- New vision and social responsibility of the Medical School (social accountability)
- Scientific approach in education
- New approaches to student teaching, learning and assessment
- Need to combine priorities in Education with Health.

 

MEDICAL EDUCATION PROGRAM

In the 2018/2019 and 2019/2020 academic years DEM offers an 'educational menu' with short Training Actions (TAs).

The goal is to offer very practical contents ready to be used in daily teaching practice according to areas of interest.

The TAs will be held monthly during lunch break (from 1 pm to 2 pm) at Anfiteatro Cid dos Santos (Piso 2).

Program | More

 


Soon...

 

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
  • Globalização
  • Novas abordagens no ensino, aprendizagem e avaliação dos alunos
  • Necessidade de aliar prioridades em Educação com as da Saúde.

 

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 has been Full Professor of Medicine at the Faculty of Medicine of Lisbon, since 2017. Her activity includes Pre and Postgraduate education, coordination of a Master's degree in Clinical Nutrition, as well as a Nutrition Discipline of the Integrated Master's Degree in Medicine. She also collaborates in a Dietetic and Nutrition Discipline of the Health Sciences Degree. She is the Director of the Hepatology Unit of the Department of Gastroenterology of the Santa Maria Hospital as well as the Nutrition Laboratory and University Clinic of Gastroenterology of the Faculty of Medicine of Lisbon. She has been an EASL EU Policy Adviser since April 2016, dealing with risk factor issues, including food and alcohol policies. Professor Helena Cortez-Pinto was president of the Portuguese Association for the study of the Liver (June 2013-June 2015). 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 100 scientific articles in journals including JAMA, Gastroenterology, Hepatology, Journal of Hepatology, and Liver International.

 

  • 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

 

Logo das Ações de Formação

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. 

 

Ações de Formação realizadas 2019/2020

 

Logo Journal Club

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.

 

  • 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.
  • http://www.gmc-uk.org/education/undergraduate/undergraduate_policy.asp
  • 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.

 

A disponibilizar brevemente

Share