L’abbate S. Educação e serviços de saúde: avaliando a capacitação dos profissionais. [Education and health services: evaluating the training of professionals.] Cadernos de Saúde Pública [Public Health Notebooks] (Rio de Janeiro, Brazil) 1999; 15(Supl. 2):15-27.

Objectives: To evaluate the Program on Specialization in Public Health conducted by the Department of Social and Preventive Medicine of the Faculty of Medical Sciences at the University of Campinas. The evaluation was done with students who completed the program between 1993 and 1995.

Methodology: Program evaluation involving qualitative and quantitative methods including group interviews, individual questionnaires, and focus groups. The information was collected while the program was underway and then 6 and 8 months following its conclusion.

Results: The author describes the characteristics of the program, analyzes the composition of its enrollees (professionals from within and outside biology who worked in public healthcare), explains how they were selected (written test, evaluation of curriculum vitae, and interviews), the duration of the program (10 months), the scheduled number of hours (500 hours), and the number of students who received training in the program over its 15 years of existence.

The author offers a detailed presentation of the evaluation. Notable findings included the importance accorded to the social science, in particular for students coming from fields in biology. The students recognized that the program helped them improve their competencies on technical, political-critical, and ethical levels.

Other prominent findings from the evaluation included the importance placed on the continuing improvement of teaching and learning, and on strengthening the relationship between theory and practice by taking advantage of the students’ professional experiences in the healthcare services.

Conclusions: Recommendations emphasized improved integration of program content, unlinking it from disciplinary divisions, and use of more innovative pedagogical methods.

Copyright 2007 University of New Mexico