<?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>2178-2679</journal-id>
<journal-title><![CDATA[Revista Práxis Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Práx. Educ.]]></abbrev-journal-title>
<issn>2178-2679</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Sudoeste da Bahia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-26792025000100104</article-id>
<article-id pub-id-type="doi">10.22481/praxisedu.v21i52.12664</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[CRITÉRIOS DE IDONEIDADE DIDÁTICA COMO INSTRUMENTO DE AVALIAÇÃO DOS CURSOS DE MEDICINA]]></article-title>
<article-title xml:lang="en"><![CDATA[CRITERIA OF DIDACTIC SUITABILITY AS AN INSTRUMENT OF EVALUATION OF MEDICAL COURSES]]></article-title>
<article-title xml:lang="es"><![CDATA[CRITERIOS DE IDONEIDAD DIDÁCTICA COMO INSTRUMENTO DE EVALUACIÓN DE CURSOS DE MEDICINA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vasconcelos]]></surname>
<given-names><![CDATA[Pedro Fonseca de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gusmão]]></surname>
<given-names><![CDATA[Tânia Cristina Rocha Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Duarte]]></surname>
<given-names><![CDATA[Ana Cristina Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Jequié Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Vitória da Conquista Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Estadual do Sudoeste da Bahia  ]]></institution>
<addr-line><![CDATA[Jequié Bahia]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>21</volume>
<numero>52</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-26792025000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-26792025000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-26792025000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Mudanças ocorridas no cenário da saúde, no Brasil, em especial entre as décadas de 1980-1990, impactaram diretamente no modelo de educação a ser implementado para as graduações nessa área. No caso do curso de Medicina, as Diretrizes Curriculares Nacionais (DCN) de 2001 e 2014 surgem como orientações desse novo modelo que privilegia a aprendizagem com autonomia e centrado no estudante. Avaliar a qualidade do processo de ensino-aprendizagem na Medicina, com instrumentos padronizados, auxiliaria instituições a compreender se os cursos estão em consonância com essas diretrizes. Sendo assim, o trabalho objetiva apresentar um instrumento de avaliação para cursos de Medicina, adaptado dos Critérios de Idoneidade Didática (CID). Foi utilizada a pesquisa documental, com análise das DCN para o curso de Medicina de 2014, a fim de adaptar os CID para avaliação da qualidade desses cursos. Primeiramente, estabeleceu-se categorias a priori com base nos CID. Após esse procedimento, fez-se a análise das DCN para adequação dos critérios. Como resultado, obteve-se um instrumento de avaliação, com indicadores internos e externos, que permite verificar a qualidade da graduação a ser implementada ou já em andamento, baseando-se nas dimensões Epistêmica, Cognitiva, Interacional, Mediacional, Emocional e Ecológica. Foram necessárias adequações nos CID pensando em como se dá o processo saúde-doença, as metodologias de aprendizagem na área da saúde, a avaliação da aprendizagem e a interação entre discente com o serviço de saúde. O instrumento obtido constitui-se em uma ferramenta inovadora para avaliação do processo de ensino-aprendizagem para o curso de Medicina, trazendo níveis de adequação didática.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: The changes in Brazil's health scenario, particularly during the 1980s and 1990s, directly im-pacted the educational model implemented for health-related undergraduate programs. In the case of medical courses, the National Curricular Guidelines (DCN) of 2001 and 2014 provided the foundation for a new model emphasizing student-centered and autonomous learning. Evaluating the quality of teaching and learning processes in medicine through standardized instruments would help institutions determine if their courses align with these guidelines. Thus, this study aims to present an evaluation instrument for medical courses, adapted from the Didactic Suitability Criteria (CID). The methodology employed documental research, analyzing the 2014 DCN for medical education to adapt the CID to assess course quality. Ini-tially, pre-defined categories were established based on the CID. Subsequently, the DCN we-re analyzed to align the criteria with the guidelines. The result was an evaluation instrument featuring internal and external indicators to assess the quality of both newly implemented and ongoing programs, based on Epistemic, Cognitive, Interactional, Mediational, Emotional, and Ecological dimensions. Adjustments to the CID were made to account for aspects such as the health-disease process, health-related learning methodologies, assessment of learning, and student interaction with healthcare services. The resulting tool offers an innovative framework for evaluating teaching and learning processes in medical courses, emphasizing levels of didactic adequacy.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Los cambios que ocurrieron en el escenario de la salud, en Brasil, especialmente en las décadas de 1980 y 1990, tuvieron impacto directo en el modelo de educación a ser implementado para las graduaciones. En el caso de la carrera de Medicina, las Directrices Curriculares Nacionales (DCN) de 2001 y 2014 surgen como lineamientos de nuevo modelo que favorece el aprendizaje autónomo y centrado en el estudiante. Evaluar la calidad del proceso de enseñanza-aprendizaje en Medicina, con instrumentos estandarizados, ayudaría a las instituciones a comprender si los cursos están alineados con estas directrices. Por lo tanto, el trabajo tiene como objetivo presentar un instrumento de evaluación para cursos de Medicina, adaptado de los Criterios de Idoneidad Didáctica (CID). En la metodología se utilizó la investigación documental, adaptando la CID para evaluar la calidad de los cursos de Medicina. Así, se analizaron y categorizaron las DCN del curso de Medicina 2014, siguiendo la clasificación propuesta previamente por el CID. Como resultado se obtuvo un instrumento de evaluación, con indicadores internos y externos, que permite verificar la calidad de la graduación a implementar o en curso, a partir de las dimensiones Epistémica, Cognitiva, Interaccional, Mediacional, Emocional y Ecológica. Fueron necesarias adaptaciones en los CID, pensando en cómo ocurre el proceso salud-enfermedad, metodologías de aprendizaje, evaluación del aprendizaje y interacción entre el estudiante y el servicio de salud. El instrumento obtenido constituye una herramienta innovadora para la evaluación del proceso de enseñanza-aprendizaje de la carrera de Medicina, trayendo niveles de adecuación didáctica.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[avaliação]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[ensino-aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[evaluation]]></kwd>
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<kwd lng="es"><![CDATA[enseñanza]]></kwd>
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<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[enseñanza-aprendizaje]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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