This paper describes the innovations in the discipline of Pediatric Semiology and in a group of disciplines called Public Health III. Two cases were chosen: Public Health III (Administration, Social Sciences, Epidemiology, Ethics and Nutrition in Public Health) and Pediatric Semiology. Qualitative methods were used to describe and evaluate the cases. Public Health covered: Problems in Public Health, Nutrition and Planning in Health. The teaching model was centered on the inquiry of situations routinely experienced in Health Centers and other Health Services. Pediatric Semiology focused on full assistance to children. The teaching model adopted was Problem Based Learning and practical teaching of Pediatric Semiology in different scenarios, mainly in the outpatient department. The main goal was to design and utilize strategies offering a student-centered approach allowing for more independence to build and increase knowledge. As for Pediatrics, the model adopted was Comprehensive Medicine focused on child assistance. As for Public Health the focus was Community Medicine considering the reality captured by the work developed at SUS and primary care centers. This indicated the feasibility of changes in teaching and the possibility of innovating teaching in Medical Schools.
Education; medical; Problem-Based Learning; Pediatrics; Public Health
