The 2nd Class of the MBA Management in Diagnostic Medicine CBR/FIA started classes today (03/03). The opening took place at Salas Brasil, in São Paulo. The course is organized by CBR, in partnership with the Fundação Instituto de Administração (FIA) and taught in the Distance Education modality (EAD).
The official opening lecture of the course was given by Dr. Rubens Chojniak, Vice President of CBR. At the opportunity, participants were able to learn a little more about the course, introduce themselves and interact with each other.
The course focuses on management and strategic decision-making in the diagnostic medicine segment and its target audience is doctors or professionals with degrees in any area of knowledge who work in the field of diagnostic medicine or who are interested in deepening their knowledge in management. of health and diagnostic medicine.
“As it is a distance learning course, with the Virtual Learning Environment and synchronous activities (live classes), there will be a better interaction with students in terms of consulting agendas, notes, schedules, in addition to classes recorded on Zoom. Professors make classes more dynamic with the new tools available”, says the academic coordinator of the MBA CBR/FIA, Marcelo Tavares. In addition, he points out, “the migration to EAD allows students from places farther from São Paulo to participate”.
Regarding the differentials of this MBA, Marcelo Tavares, the academic coordinator of the course, points out: “The main thing is that it is a Management course in Diagnostic Medicine, in which its 80% is really set for Diagnostic Medicine, which other courses in general do not have. such a focus. The MBA has a module designed and organized by CBR itself. The entire practical part or case studies are designed either in a clinical analysis laboratory or in a diagnostic imaging clinic. In addition, the professors have a very large experience in health management”.
The course uses different teaching methods, such as lectures, case studies, problem solving, lectures and business simulations, which are alternated to give greater dynamism to the development of activities. Several cases structured and experienced by teachers, as well as studied in field research, are used to illustrate the concepts addressed during the theoretical sessions. To encourage debate and the exchange of ideas, videos are also used with excerpts from lectures and discussion groups are organized.
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