No abstract

Learning through aesthetics—in which cinema is included—stimulates learner reflection. Because emotions play key roles in learning attitudes and changing behavior, teachers must impact learners’ affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Likewise, faculty use their own emotions in teaching, so learning proper methods to address their affective side is a complementary way to improve their communication with students. This paper presents experiences of how to use cinema for educating emotions, among students and teachers, to foster reflection and improve teaching skills

Since 1988, Brazil's public health system has tried to build a national health system that responds to the needs and expectations of Brazil's population. In 1994, the government created the Family Health Program to help carry out that goal. However, the dearth of family physicians in Brazil-the central figures in that program-limits the program's effectiveness. The lack of family physicians can be traced primarily to the medical schools, which at that time were not training such physicians. This, in turn, can be traced to a number of conditions in Brazil (e.g., the bias toward specialization in both medical education and care) that favor specialists and discourage generalists. In 1992, a group of physicians founded an academic society in São Paulo to promote the humanistic dimensions of doctoring and "establish the proper basis and scientific methodology for family medicine." The society's board eventually began teaching humanistic medicine to medical students, who became interested in family medicine. The board realized that its mission should expand to find ways to introduce and integrate family medicine into the medical schools of Brazil, to establish family medicine's academic credentials, help attract students to family medicine as a career, and secure family medicine's credibility in the marketplace. Since that time, the society has developed a variety of initiatives involving students, faculty, and medical schools to pursue these goals. The authors describe these initiatives, the progress made, and the challenges ahead.

Understanding the brain mechanisms involved in diagnostic reasoning may contribute to the development of methods that reduce errors in medical practice. In this study we identified similar brain systems for diagnosing diseases, prescribing treatments, and naming animals and objects using written information as stimuli. Employing time resolved modeling of blood oxygen level dependent (BOLD) responses enabled time resolved (400 milliseconds epochs) analyses. With this approach it was possible to study neural processes during successive stages of decision making. Our results showed that highly diagnostic information, reducing uncertainty about the diagnosis, decreased monitoring activity in the frontoparietal attentional network and may contribute to premature diagnostic closure, an important cause of diagnostic errors. We observed an unexpected and remarkable switch of BOLD activity within a right lateralized set of brain regions related to awareness and auditory monitoring at the point of responding. We propose that this neurophysiological response is the neural substrate of awareness of one’s own (verbal) response. Our results highlight the intimate relation between attentional mechanisms, uncertainty, and decision making and may assist the advance of approaches to prevent premature diagnostic closure.

A atual pandemia pelo COVID-19 nos faz viver tempos difíceis e inéditos. Os esforços de todos os profissionais de saúde, cada um com suas competências, são essenciais. Enquanto pesquisadores e cientistas se debatem procurando recursos terapêuticos eficazes, aqueles que estão na linha de frente devotam seus melhores esforços no cuidado clínico dos pacientes afetados. Cabe perguntar qual seria neste momento o papel da educação médica para colaborar na crise global. Evidentemente o modo de ajudar é diferente em cada circunstância. No caso dos médicos veteranos e professores, por questão de idade, o lugar deles não é na linha de frente, na trincheira. Mas é preciso servir-se de sua experiência para ajudar de um modo diferente. A omissão não se justifica. Deste modo, saber proporcionar uma visão realista dos fatos, apoiar a equipe a todo momento, assim como os pacientes e as famílias na medida do possível, pode ser uma excelente ajuda desde os bastidores. A cada dia que passa mostra-se imprescindível o cuidado da própria equipe de saúde. Não apenas o cuidado físico (para o qual se tomam todas as providências possíveis em cada caso) mas também da saúde mental. Ou, dito de modo mais simples, é fundamental levantar o moral dos que lidam diariamente com esta ameaça de proporções antes nunca vistas. Um médico desanimado, pessimista e sem perspectiva é também um elemento de crise, fazendo com que a insegurança comumente transmitida pela mídia cresça ainda mais nos pacientes, o que em nada ajuda na equipe de saúde. Objetividade e realismo: facilitar as perspectivas do cenário real "Para poder entender as coisas o mais urgente é restabelecer as proporções reais"-diz o filósofo 1 discípulo de Ortega y Gasset. Procurando colaborar neste sentido, a SOBRAMFA-Educação Médica e Humanismo tem