[Experience with a problem-based curriculum implemented in the endocrine system unit in the 2nd grade medical course at Marília Medical School-FAMEMA].
OBJECTIVE
This paper reports the experience with the Endocrine System Educational Unit (ESEU), built by a transdisciplinar team, carried out in the 2nd grade of Famema medical course. The aim was to integrate teaching and learning in order to graduate medical doctors who would approach the human being from the social, psychological and biological aspects.


METHODS
The ESEU was used, and the evaluations (closed and open fields) were carried out by students and tutors based on two criteria: satisfactory (S) and unsatisfactory (U) for the unit development, conferences, learning objectives and problems.


RESULTS
92% of the students found the unit development S and 8% found it U. The unit development was considered S by 66% tutors, and 33% did not answer. Conferences were evaluated by students only and were considered S by 97%. The educational objectives were considered S by 88% of the tutors and 96% of the students; the problems were considered S by 80% of the tutors and 88% of the students.


CONCLUSIONS
Evaluations corroborate the transdisciplinar teamwork in integrating biological, psychological and social dimensions and in articulating basic and clinical disciplines in the unit building up. In spite of that, the comments made in the evaluation open fields show the need for both students and tutors to think deeper on each step of the tutorial process.
Tsuji
Hissachi
H
Faculdade de Medicina de Marília, Marília, SP. hissachi@unimedmarillia.com.br
Aguilar-da-Silva
Rinaldo H
RH
D001938:Brazil; D003479:Curriculum; D004704:Endocrinology / Q000193:education*; D018794:Problem-Based Learning; D012577:Schools, Medical