<?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>S1981-52712019000200067</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180178</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Novas Diretrizes Curriculares Nacionais e a Formação Médica: Expectativas dos Discentes do Primeiro Ano do Curso de Medicina de uma Instituição de Ensino Superior]]></article-title>
<article-title xml:lang="en"><![CDATA[Curricular Guidelines and Medical Education: Expectations of First Year Medical Students at a Higher Education Institution]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Meireles]]></surname>
<given-names><![CDATA[Maria Alexandra de Carvalho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernandes]]></surname>
<given-names><![CDATA[Cássia do Carmo Pires]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Lorena Souza e]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Dinâmica do Vale do Piranga  ]]></institution>
<addr-line><![CDATA[Ponte Nova Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Federal de Educação, Ciência e Tecnologia de Minas Gerais Campus Avançado de Ponte Nova ]]></institution>
<addr-line><![CDATA[Ponte Nova Minas Gerais]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>67</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200067&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200067&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As perspectivas dos discentes, seus desapontamentos ou realiza&#231;&#245;es interferem de maneira significativa no processo de aprendizagem e na maneira como eles veem a profiss&#227;o. Este estudo prop&#244;s avaliar a rela&#231;&#227;o entre as Novas Diretrizes Curriculares Nacionais para o Curso de Medicina (DCN), implementadas em 2014, e as expectativas quanto &#224; forma&#231;&#227;o acad&#234;mica de discentes do primeiro ano do curso de Medicina de uma institui&#231;&#227;o particular de educa&#231;&#227;o superior, situada no Estado de Minas Gerais. O estudo utilizou o m&#233;todo quanti-qualitativo, com aplica&#231;&#227;o de question&#225;rios que abordavam aspectos como perfil do discente, motiva&#231;&#245;es iniciais e expectativas sobre sua forma&#231;&#227;o acad&#234;mica, planos e projetos futuros em rela&#231;&#227;o &#224; profiss&#227;o e conhecimento sobre as DCN. Os resultados quanto ao perfil desses estudantes indicaram predom&#237;nio de discentes do sexo feminino, procedentes do interior do Estado de Minas Gerais, na faixa et&#225;ria de 18 a 20 anos e que ingressaram na institui&#231;&#227;o por meio do vestibular, tendo prestado o Exame Nacional do Ensino M&#233;dio (Enem). As principais motiva&#231;&#245;es para a escolha do curso de Medicina inclu&#237;ram aptid&#245;es pessoais e vocacionais e possibilidade de realiza&#231;&#227;o pessoal; as expectativas quanto &#224; forma&#231;&#227;o acad&#234;mica inclu&#237;ram a inser&#231;&#227;o em contextos hospitalares nos anos iniciais do curso e o desejo de atuar no processo sa&#250;de-doen&#231;a em diferentes n&#237;veis de aten&#231;&#227;o, promovendo a recupera&#231;&#227;o e reabilita&#231;&#227;o da sa&#250;de. Os projetos p&#243;s-formatura desses discentes incluem fazer resid&#234;ncia m&#233;dica, buscar compet&#234;ncia profissional, conciliar trabalho e qualidade de vida e tornarem-se m&#233;dicos especialistas/subespecialistas. Numa vis&#227;o global, os alunos se declararam satisfeitos com a gradua&#231;&#227;o, apontando apenas algumas falhas no processo ensino-aprendizagem. A maioria dos discentes do primeiro per&#237;odo (56%) demonstrou desconhecimento em rela&#231;&#227;o &#224;s DCN de 2001 e 2014, e a maioria dos discentes do segundo per&#237;odo (54,8%) relatou o conhecimento apenas das diretrizes de 2014, sendo a faculdade apontada como a principal fonte de informa&#231;&#227;o sobre as novas DCN. As expectativas dos discentes corroboram, em sua maioria, os princ&#237;pios, fundamentos e finalidades da forma&#231;&#227;o em Medicina previstos nas novas DCN do curso no que tange &#224;s principais compet&#234;ncias e habilidades gerais da forma&#231;&#227;o m&#233;dica, como a Aten&#231;&#227;o Integral &#224; Sa&#250;de, Educa&#231;&#227;o em Sa&#250;de e Gest&#227;o em Sa&#250;de, bem como sobre as novas dimens&#245;es abordadas nessas diretrizes. No entanto, alguns pontos de desencontro foram observados, como, por exemplo: baixa inten&#231;&#227;o de se tornarem profissionais generalistas e terem sua forma&#231;&#227;o voltada &#224; aten&#231;&#227;o prim&#225;ria, o que &#233; preconizado nas diretrizes; inten&#231;&#227;o de cuidar da pr&#243;pria sa&#250;de mental (ponto n&#227;o abordado nas novas diretrizes); e certa resist&#234;ncia a respeito da inclus&#227;o de novas disciplinas e de novas metodologias ativas de aprendizado em detrimento da valoriza&#231;&#227;o dos m&#233;todos tradicionais de ensino.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Students&#8217; perspectives, disappointments and achievements significantly affect their learning process and the way they perceive the profession. This study evaluates the relationship between the New National Curricular Guidelines for Medicine Courses, implemented in 2014, and the expectations of first year students of a Medicine course of a private Higher Education Institution in the state of Minas Gerais, Brazil, regarding their medical training. The study was carried out using quantitative and qualitative methods, based on the application of questionnaires that addressed aspects such as the student&#8217;s profile, initial motivations and expectations of their academic training, futures plans and projects in relation to the profession, and knowledge about The National Curricular Guidelines for the Medicine Course. The results for the profile of these students indicated a predominance of female students, from the interior of the state of Minas Gerais, in the 18 to 20 year age group, who entered the institution through the vestibular exam having previously taken the National Secondary Education Examination (ENEM). The main motivations for choosing medicine as an undergraduate course included personal and vocational skills, and the opportunity for personal fulfillment. The expectations of the academic training included working in a hospital context during the initial years of the course, and the desire to practice at different levels of health care, promoting recovery and rehabilitation. The postgraduation projects of the students included medical residency, professional competence, work-life balance, and becoming medical specialists/subspecialists. In terms of overall vision, the students declared that they were satisfied with their graduation course, pointing out just a few areas where the learning/teaching process was lacking. The majority of students in the first period (56%) were unfamiliar with the DCNs of 2001 and 2014, and the majority of the students in the second period (54.8%) reported knowing only the 2014 guidelines, with the college being indicated as the main source of information on the new DCNs. The students&#8217; expectations were, on the whole, in line with the principles, fundamentals and purposes of the medical training provided for in the new DCNs of the course in terms of the main competences and general abilities of the medical training, such as Integral Health Care, Health Education, and Health Management, as well as on the new dimensions addressed in these guidelines. However, some points of disagreement were observed, such as the lack of intention to become general practitioners or to focus their training on primary care, which is recommended in the guidelines; the intention to take care of their own mental health, also recommended in the new guidelines; and a certain resistance to the inclusion of new disciplines and new active learning methodologies as opposed to valuing traditional teaching methods.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Diretrizes]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Medicina]]></kwd>
<kwd lng="en"><![CDATA[Guidelines]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Medicine]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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