Abstract
The National Curriculum Guidelines for achieving a medical degree value active teaching methodologies and the application of new teaching skills in the current setting. In this context, we consider that evaluation of teachers by students is an important tool for the development of education. Therefore, we aimed to identify students perceptions about the skills of medical school faculty of the Federal University of Amapá (UNIFAP) through the implementation of a cross-sectional and qualitative research from four focus group sessions, attended by 28 volunteer students from the first, second and third year of the course. Sessions were recorded and the content was analyzed in two stages using the Wordle.net platform and Bardin technique. Focal groups discussed five main topics: faculty teaching skills; academic planning; faculty skills evaluation by students; theory-practice integration and the teaching-learning process. In general, it was observed that all the students had similar ideas, but those with more years in the course showed greater mastery of subjects. Worth highlighting were the need to improve essential aspects of medical training and the importance of constant evaluation of this process.
Key words
Educational evaluation; Medical education; Medical faculty; Problem-based learning