<?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>S1981-52712015000100123</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v39n1e01842014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação Médica na UFSB: II. O Desafio da Profissionalização no Regime de Ciclos]]></article-title>
<article-title xml:lang="en"><![CDATA[Medical Training at UFSB: II. The Challenge of Professionalization in a 2-Cycle System]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida Filho]]></surname>
<given-names><![CDATA[Naomar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lopes]]></surname>
<given-names><![CDATA[Antonio Alberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santana]]></surname>
<given-names><![CDATA[Luciana Alaíde Alves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Vanessa Prado dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Antonio José Costa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Loureiro]]></surname>
<given-names><![CDATA[Sebastião]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Sul da Bahia  ]]></institution>
<addr-line><![CDATA[Itabuna BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal da Bahia  ]]></institution>
<addr-line><![CDATA[Salvador BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Recôncavo da Bahia  ]]></institution>
<addr-line><![CDATA[Cruz das Almas BA]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af5">
<institution><![CDATA[,Universidade Federal do Sul da Bahia  ]]></institution>
<addr-line><![CDATA[Itabuna BA]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2015</year>
</pub-date>
<volume>39</volume>
<numero>1</numero>
<fpage>123</fpage>
<lpage>134</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712015000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712015000100123&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712015000100123&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este &#233; o segundo artigo de uma s&#233;rie que apresenta estrutura curricular e modelo pedag&#243;gico do curso de Medicina em implanta&#231;&#227;o na Universidade Federal do Sul da Bahia (UFSB), que adota um regime de dois ciclos de forma&#231;&#227;o, integralmente realizado nos contextos de pr&#225;tica do Sistema &#218;nico de Sa&#250;de. Para isso, apresentam-se resumidamente perfil e compet&#234;ncias dos egressos, introduzindo a estrutura curricular do segundo ciclo do curso e destacando sua ader&#234;ncia ao marco legal vigente. Em seguida, destacam-se os blocos tem&#225;ticos do eixo de forma&#231;&#227;o t&#233;cnico-cient&#237;fica, com organiza&#231;&#227;o de conte&#250;dos em ciclos de vida, visando superar o modelo que fragmenta o sujeito humano em sistemas, &#243;rg&#227;os e patologias. Aborda-se ainda o eixo de pr&#225;ticas, composto por est&#225;gios supervisionados em todos os n&#237;veis de aten&#231;&#227;o da rede SUS, destacando a Aten&#231;&#227;o Prim&#225;ria em Sa&#250;de, que perpassa todo o segundo ciclo de forma&#231;&#227;o. Por &#250;ltimo, discutem-se impacto e efeitos dessa reestrutura&#231;&#227;o da educa&#231;&#227;o superior no sentido da converg&#234;ncia entre modelos formativos de profissionais de sa&#250;de e necessidades de sa&#250;de da popula&#231;&#227;o.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper is the second in a series that presents the curricular structure and pedagogical model implemented at the Federal University of Southern Bahia (UFSB) school of medicine, which adopts a2-cycle training system, fully integrated to the practices of the Brazilian Unified Health System. Firstly, graduate profiles and competencies are presented, introducing the second cycle course curriculum and highlighting its adherence to the current legal framework. Secondly, thematic blocks for scientific and technical training are presented, with contents organized in life cycles rather than in disciplines, aiming to overcome the model that fragments the human subject into systems, organs and pathologies. Thirdly, we address the element of practices, consisting of supervised internships at all levels of care in the SUS system, emphasizing primary health care, which pervades the entire second training cycle. Finally, we discuss the impact and effects of restructuring higher education in terms of the convergence between formative models of professional health training and public health needs.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Universidades]]></kwd>
<kwd lng="pt"><![CDATA[Estudos sobre Interdisciplinaridade]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[University]]></kwd>
<kwd lng="en"><![CDATA[Studies about Interdisciplinary]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
</kwd-group>
</article-meta>
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