<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Bras. Educ. Med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712014000300007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Indicadores de avaliação do cuidado individual: subsídios para a formação médica orientada por competência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tonhom]]></surname>
<given-names><![CDATA[Sílvia Franco da Rocha]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Higa]]></surname>
<given-names><![CDATA[Elza de Fátima Ribeiro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pinheiro]]></surname>
<given-names><![CDATA[Osni Lázaro]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Hafner]]></surname>
<given-names><![CDATA[Maria de Lourdes Marmorato Botta]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreira]]></surname>
<given-names><![CDATA[Haydée Maria]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Taipeiro]]></surname>
<given-names><![CDATA[Elane de Fátima]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Amaral]]></surname>
<given-names><![CDATA[Ana Paula Ceolotto Guimarães do]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Faculdade de Medicina de Marília  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2014</year>
</pub-date>
<volume>38</volume>
<numero>03</numero>
<fpage>331</fpage>
<lpage>336</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712014000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712014000300007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712014000300007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[No processo de formação dos profissionais da área da saúde, as DCN orientam a organização de um modelo curricular pautado no desenvolvimento de competência profissional. Foi realizado um estudo descritivo com abordagem qualitativa, desenvolvido por meio de conferência de consenso, com o objetivo de elaborar indicadores para avaliar o processo de ensino-aprendizagem na área de cuidado individual. Uma matriz foi organizada com base nos desempenhos contidos nos manuais de cada série e formatos de avaliação. Em seguida, os avaliadores analisaram esta matriz e a discutiram na conferência de consenso, para a consolidação dos indicadores. A análise dos resultados permitiu olhar para as ações desenvolvidas no curso a partir da compreensão de que, durante essas atividades, os estudantes têm a oportunidade de realizar o cuidado na perspectiva da integralidade, como preconizado no Sistema Único de Saúde e nas DCN. Dessa maneira, foram construídos indicadores relacionados a história clínica, exame físico e raciocínio clínico para o monitoramento do processo de ensino-aprendizagem. No contexto do currículo orientado por competência, esses indicadores podem nortear o processo de planejamento educacional, bem como permitir a participação ativa e a corresponsabilidade dos envolvidos para o alcance de uma aprendizagem significativa, que permita ao futuro profissional a realização de um cuidado qualificado em saúde.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[The National Curriculum Guidelines (NCG) recommend a professional competence-based curricular model for health care undergraduate education. A descriptive study with a qualitative approach was conducted through the use of a consensus conference to develop evaluative indicators of the teaching and learning process in the area of individual care. A matrix was organized based on performances obtained from manuals of each year of study and formats of evaluation. The evaluators then analyzed the matrix and discussed it in the consensus conference in order to consolidate the indicators. The analyzed results allowed the activities of the course to be considered based on the understanding that these actions offer students the opportunity to fulfill the comprehensive health care as recommended by the NCG and the Unified Health System. Therefore indicators were constructed related to clinical history, physical examination and clinical reasoning for monitoring the teaching and learning process. In the context of a competence-guided curriculum, these indicators can guide the educational planning, as well as enable active participation and co-responsibility of those involved in order to achieve meaningful learning that will allow the future professional to ensure qualified health care.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Indicadores]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Indicators]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[  <font face="Arial, Helvetica, sans-serif"> <h2>Indicadores  de avalia&ccedil;&atilde;o do cuidado individual: Subs&iacute;dios para a forma&ccedil;&atilde;o m&eacute;dica orientada  por compet&ecirc;ncia.</h2> <h3>Evaluative indicators of individual care: Subsidies for  competence-guided medical training.</h3>     <p>&nbsp;</p> <h4>S&iacute;lvia  Franco da Rocha Tonhom, Elza de F&aacute;tima Ribeiro Higa, Osni L&aacute;zaro Pinheiro, Maria  de Lourdes Marmorato Botta Hafner, Hayd&eacute;e Maria Moreira, Elane de F&aacute;tima  Taipeiro, Ana Paula Ceolotto Guimar&atilde;es do Amaral</h4> </font>      ]]></body><back>
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