MÉDICO: SER OU NÃO SER PROFESSOR? Implicações para a conduta médica e a profissionalidade docente

Abstract

The activity of the teacher involves a process of educating and also of self-education. The activity of the professor of medicine is no different, although a third person - the patient - is involved in this dynamic. Being a doctor and a professor of medicine may lead the professional to take up new positions during their day-to-day medical practice, arising from the development of this new activity. The aim of this study, developed through the research line Policies for Basic and Higher Education, is to analyze the possible implications of teaching activity in a medical school, and the impacts that this activity has had on their day-to-day medical practice. A qualitative approach was used for the data collection, with open interviews, audio recordings and transcription, and for subsequent evaluation of the data, using the technique of content analysis. The subjects are medical professors of the medical school of Univali, all of whom had more than ten years of medical practice before starting the teaching activity, and with more than ten years as faculty members working for twenty hours a week or more. After applying the exclusion criteria, 16 teachers, eight of whom were interviewed, were selected from a total of 151 teachers of the course, when the saturation criteria were reached. The main factor that led them to become teachers was the opportunity to work on the site of the opening of the medical school. The main implications of the teaching activity were the development of research, and the intensification of their studies. There were no significant reports of changes in day-to-day medical practice. It is concluded that there are few intersections between teaching practice and medical practice