<?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>S1981-52712019000200122</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180162</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Avaliação do Impacto dos Programas de Reorientação Profissional em Cursos da Área da Saúde]]></article-title>
<article-title xml:lang="en"><![CDATA[Evaluation of the Impact of Professional Reorientation Programs in Health Courses]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moraes]]></surname>
<given-names><![CDATA[Bibiana Arantes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Lucilene Maria de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Menezes]]></surname>
<given-names><![CDATA[Ida Helena Carvalho Francescantonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Queiroz]]></surname>
<given-names><![CDATA[Maria Goretti]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Nilce Maria da Silva Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guimarães]]></surname>
<given-names><![CDATA[Marília Mendonça]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[Beatriz Jansen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Goiás  ]]></institution>
<addr-line><![CDATA[Goiânia Goiás]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[ ]]></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>122</fpage>
<lpage>129</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200122&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200122&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Problematizou-se a percep&#231;&#227;o dos atores dos cursos da &#225;rea da sa&#250;de da Universidade Federal de Goi&#225;s quanto ao impacto do Programa Nacional de Reorienta&#231;&#227;o da Forma&#231;&#227;o Profissional em Sa&#250;de articulado ao Programa de Educa&#231;&#227;o pelo Trabalho para a Sa&#250;de (Propet-Sa&#250;de) na reestrutura&#231;&#227;o curricular. Realizou-se um estudo transversal com a participa&#231;&#227;o de 300 atores de sete cursos, entre estudantes, tutores, preceptores, professores e coordenadores de gradua&#231;&#227;o. Para isto, foi constru&#237;do e validado um instrumento atitudinal do tipo Likert com duas dimens&#245;es: D1: reestrutura&#231;&#227;o curricular e os princ&#237;pios do Propet-Sa&#250;de e D2: projeto pedag&#243;gico do curso e o Propet-Sa&#250;de. A valida&#231;&#227;o de conte&#250;do do instrumento considerou as equival&#234;ncias sem&#226;ntica, cultural e conceitual, atribui&#231;&#227;o de pontos (de 1 a 4) e randomiza&#231;&#227;o das assertivas. A pontua&#231;&#227;o gerou tr&#234;s intervalos interpretativos: de 1 a 1,99 (insatisfa&#231;&#227;o); 2 a 2,99 (relativa satisfa&#231;&#227;o) e 3 a 4 (satisfa&#231;&#227;o). Foi feito pr&#233;-teste e, ap&#243;s a inser&#231;&#227;o das contribui&#231;&#245;es, o instrumento foi aplicado. Ap&#243;s a aplica&#231;&#227;o, o instrumento foi validado estatisticamente quanto &#224; dispers&#227;o e confiabilidade. Foi realizada an&#225;lise fatorial considerando fun&#231;&#227;o e curso. A dispers&#227;o por meio da correla&#231;&#227;o linear evidenciou perda de quatro asser&#231;&#245;es (11,77%) denotando excelente valida&#231;&#227;o de conte&#250;do; a confiabilidade foi de 0,93 (p &lt; 0,01), evidenciando &#243;tima densidade estat&#237;stica. As m&#233;dias gerais de D1 e D2 foram 3,09 e 3,11 respectivamente, indicando satisfa&#231;&#227;o entre os respondentes. Conclui-se que os participantes reconhecem importantes avan&#231;os, como a reestrutura&#231;&#227;o curricular a partir dos programas, inser&#231;&#227;o dos alunos j&#225; no in&#237;cio do curso em cen&#225;rios de pr&#225;tica, est&#237;mulo &#224; interdisciplinaridade, diversifica&#231;&#227;o de pr&#225;ticas avaliativas e uso de metodologias ativas. Na an&#225;lise fatorial, verificou-se que os cursos de Medicina e Biomedicina mostram-se mais refrat&#225;rios &#224;s contribui&#231;&#245;es dos programas Pr&#243;-Sa&#250;de e Pet-Sa&#250;de. Outros desafios foram apontados, como carga hor&#225;ria excessiva, que dificulta a integra&#231;&#227;o entre cursos e o desenvolvimento da compet&#234;ncia em administra&#231;&#227;o/gest&#227;o ainda incipiente. A jun&#231;&#227;o dos programas na forma Propet-Sa&#250;de deve ser fortalecida, pois evidenciou grande assertividade na organiza&#231;&#227;o curricular, bem como na integra&#231;&#227;o ensino-servi&#231;o, aspecto central para o fortalecimento do Sistema &#218;nico de Sa&#250;de (SUS).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This study problematized the perception of stakeholders in the health care field at the Federal University of Goi&#225;s regarding the impact of the National Program for Professional Training and Reorientation in Health under the Program for Education for Work in Health (Propet-Sa&#250;de) on curricular restructuring. This cross-sectional study included 300 students, tutors, preceptors, teachers and graduation coordinators from seven courses. A Likert-type instrument was constructed and validated with the following dimensions: D1: curricular restructuring and the principles of Propet-Sa&#250;de and D2: the pedagogical project of the Propet-Sa&#250;de course. The instrument was validated considering semantic, cultural and conceptual equivalence, assignment of points (from 1 to 4), and randomization of the assertions tested. The score generated three interpretive intervals: from 1 to 1.99 (dissatisfaction); 2 to 2.99 (relative satisfaction) and 3 to 4 (satisfaction). The instrument was applied following a pre-test and the placement of the contributors. The instrument was then statistically validated for dispersion and reliability. Factorial analysis was performed considering function and course. Dispersion through linear correlation showed a loss of 4 assertions (11.77%), signifying excellent content validation. Reliability was 0.93 (p &lt; 0.01), showing excellent statistical density. The general averages of D1 and D2 were 3.09 and 3.11 respectively, indicating satisfaction among the respondents. In conclusion, the participants recognize important advances such as curricular restructuring from these programs, placement of students already at the beginning of the course into practice scenarios, motivation toward interdisciplinarity, diversification of evaluation practices, and use of active methodologies. After factorial analysis, it was shown that medical and biomedical courses are more resistant to the contributions of the Pr&#243;-Sa&#250;de and PET-Sa&#250;de Programs and other hurdles were identified, such as excessive workload that hinders the integration of courses and the development of still-evolving administration and management skills. The interaction of the programs in Propet-Sa&#250;de should be strengthened, as it demonstrated significant assertiveness in curricular organization as well as in the teaching and service integration, a central aspect for the strengthening of Brazilian Public Health.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Avaliação]]></kwd>
<kwd lng="pt"><![CDATA[Pró-Saúde]]></kwd>
<kwd lng="pt"><![CDATA[PET-Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Reestruturação Curricular]]></kwd>
<kwd lng="en"><![CDATA[Evaluation]]></kwd>
<kwd lng="en"><![CDATA[Pró-Saúde]]></kwd>
<kwd lng="en"><![CDATA[PET-Saúde]]></kwd>
<kwd lng="en"><![CDATA[Curricular Restructuring]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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