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    Desenvolvimento docente e a formação de médicos
    (Associação Brasileira de Educação Médica, 2009-01-01) Perim, Gianna Lepre; Abdalla, Ively Guimarães [UNIFESP]; Aguilar-da-Silva, Rinaldo Henrique; Lampert, Jadete Barbosa; Stella, Regina Celes de Rosa [UNIFESP]; Costa, Nilce Maria da Silva Campos; Universidade Estadual de Londrina; Ministério do Esporte Secretaria Nacional de Esporte Educacional; Universidade Federal de São Paulo (UNIFESP); Faculdade de Medicina de Marília; Universidade Federal de Santa Maria; Universidade Federal de Goiás
    Based on the results obtained in the self-assessment performed by 28 medical schools (MS) making part of the Project Evaluation of Change Trends (Caem/Abem), this paper examines the behavior of medical schools according to the predominant alternatives (traditional, innovative, progressive) with regard to the four vectors comprising the axis Teaching Development: Pedagogical Training; Technical-Scientific Up-Dating; Participation in Assistance Services and Management. Although half of these MS consider themselves traditional, the group recognizes the importance and influence of this axis in the medical education process, considering it essential for supporting the implemented changes and ensuring interaction between University, Health Services and Community from the perspective of integrality. For this group of 28 medical schools, the axis Teaching Development is very far from the recommendations of the National Curriculum Guidelines.