Avaliação do desenvolvimento de atitudes humanísticas na graduação médica

Andrade, Silvia Caixeta de; Deus, Janio Agostinho de; Barbosa, Eduardo Carvalho Horta; Trindade, Eliana Mendonça Vilar

doi:10.1590/s0100-55022011000400011

Cited by 17 publications

(30 citation statements)

References 10 publications

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“…Studies in other Brazilian public universities show similar results. 12,13 This similarity of positive attitudes towards the same aspects in different studies corroborates the importance of evaluating the way students face everyday situations of medical practice and, in addition, elucidates two axes discussed in medical education: vocation and skill acquisition. Evaluating by the scope of the medical vocation, these positive attitudes are intrinsic to the student, and relate to the personal characteristics of those who choose the medical career.…”

Section: Discussionsupporting

confidence: 69%

“…We must consider that the emotional aspect is often neglected in medical student training, leading to deficiency in physician rapport with the human being in front of him or her. 21 The prevalence of negative attitudes towards Factor 2 (management of situations related to death) in our study and in similar works 12,13 is well explained by the idea that death motivates emotional difficulties among all healthcare professionals, and is often perceived as medical failure, generating anxiety in the doctors themselves. 22 Moreover, in Brazil, thanatology is not adequately addressed in un- dergraduate courses, it is up to the students to seek knowledge or deny the difficulty, which leads to failures in communicating bad news to patients and their families.…”

Section: Discussionsupporting

confidence: 61%

“…3,[5][6][7] Assessing the attitudes of medical students has been the subject of studies by several authors. [8][9][10][11][12][13][14][15] Medical undergraduate courses promote experiences that enable the acquisition of attitudes, values and behavior patterns as a consequence of the contact with several players, including instructors/professors, other students, patients and members of the health team. 16 In medical courses that follow a traditional curriculum, internship is the time when students experience medical practice more intensively.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of medical interns' attitudes towards relevant aspects of medical practice

Alves

Melo³

et al. 2017

Rev. Assoc. Med. Bras.

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Introduction:In traditional medical school curriculum, sixth-year is the moment in which students experience medical practice more intensively. Attitudes can be considered predictors of behaviors and actions. Evaluating them contributes to improve medical training. Objective: To evaluate attitudes during medical internship considering medical practice and associated factors in a Brazilian public university. Method: Cross-sectional study that included 69 students, based on a structured questionnaire and an attitude scale (Colares, 2002). We used descriptive statistics, with classification of the attitude tendency, clusters analysis and F-statistics. Results: The average age of the participants was 25.1±1.9, and 56.5% of them were male. Students presented positive attitudes to emotional aspects in organic diseases, primary health care, the medical contribution to the scientific advancement of medicine, and other aspects of medical activity and health politics; there were conflicting attitudes concerning mental illness and negative attitudes concerning death. Conclusion: Results show the need for interventions in order to reduce the identified conflicting and negative attitudes.

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Section: Discussionsupporting

confidence: 69%

Section: Discussionsupporting

confidence: 61%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Evaluation of medical interns' attitudes towards relevant aspects of medical practice

Alves

Melo³

et al. 2017

Rev. Assoc. Med. Bras.

View full text Add to dashboard Cite

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“…A atuação de estudantes nos serviços de saúde, principalmente alunos do curso de medicina, se configura como uma metodologia pedagógica pela diversidade dos cenários de ensino-aprendizagem, nos quais os alunos são envolvidos em diversas atividades inerentes ao trabalho das equipes de saúde. Trata-se de uma importante oportunidade para os alunos aplicarem o que aprenderam nas disciplinas do curso e desenvolverem habilidades sociais e pessoais, para além do conhecimento teórico e técnico, bem como incentivar a avaliação e o exercício da autocrítica como um processo permanente ao longo das atividades das disciplinas 17,18 . Assim, percebe-se que as tecnologias inovadoras contribuem de maneira significativa para o processo de ensino-aprendizagem e que a sua aplicação na graduação já vem demonstrando benefícios na formação dos profissionais de saúde.…”

Section: Metodologias Ativas De Ensino-aprendizagemunclassified

Metodologias Ativas De Ensino-Aprendizagem No Processo De Ensino Em Saúde No Brasil: Uma Revisão Narrativa

Roman¹,

Ellwanger²,

Becker³

et al. 2017

Clin. Biomed. Res.

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“…Thus, it can be inferred that the innovative positioning of the PUC-Goiás medical school curriculum may be related to the high percentage of positive responses to the questions that dealt with interest in the application of CEM in the student-teacher relationship, as well as with the lecturer's knowledge of medical ethics in general. 25 . Based on the results presented in this article, it is possible to add to this statement the importance of ethical principles present in the CEM for the training of future professionals.…”

Section: Final Considerationsmentioning

confidence: 99%

Perspectivas de docentes de medicina a respeito da ética médica

Ferreira¹,

Mourão²,

Almeida

2016

Rev. Bioét.

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This article aims to characterize the perspectives of professors from a medicine course about medical ethics. It is a descriptive cross-sectional study with a quantitative approach. Two questionnaires were applied to the 86 professors of the medicine course at PUC-Goiás: a socio-demographic questionnaire and another which assessed knowledge and interest in medical ethics. A descriptive analysis was performed using the Kolmogorov-Smirnov, Spearman, Mann-Whitney, chi-square and t tests (<0.05). The results found that the medical professors are aware of the Code of Medical Ethics and recommend its application during all modules of the course. A minority updated their knowledge of the subject frequently, have read the code completely and used it to prepare their lessons. We concluded that the higher the self-assessment of knowledge about medical ethics and the importance of this for the professor's own training, the greater the interest in using the Code in relation to his or her students, specifically in the preparation and implementation of lessons. Keywords: Education, medical. Teaching. Ethics, medical. Resumo Perspectivas de docentes de medicina a respeito da ética médicaEste artigo tem por objetivo caracterizar as perspectivas dos docentes médicos de um curso de medicina em relação à ética médica. Trata-se de estudo transversal descritivo com abordagem quantitativa. Foram aplicados a 86 docentes médicos do curso de medicina da PUC-Goiás dois questionários: um sociodemográfico e outro de avaliação do conhecimento e interesse em ética médica. Realizou-se análise descritiva, teste de Kolmogorov-Smirnov, Spearman, Mann-Whitney, Qui-quadrado e teste t (< 0,05). Os resultados mostram que os docentes conhecem o Código de Ética Médica (CEM) e o recomendam no decorrer de todos os módulos do curso. Uma minoria atualiza-se com frequência, leu totalmente o CEM e o utiliza no preparo de suas aulas. Conclui-se que, quanto maior a autoavaliação do conhecimento sobre ética médica e sua importância para a própria formação profissional, maior também é o interesse em utilizar o CEM na relação com os alunos, especificamente na elaboração e realização das aulas. Palavras-chave: Educação médica. Ensino. Ética médica. Resumen Perspectivas de los docentes de medicina acerca de la ética médicaEste artículo tiene como objetivo caracterizar las perspectivas de los médicos docentes de una escuela de medicina en relación con la ética médica. Se trata de un estudio transversal, de tipo descriptivo, con abordaje cuantitativo. Se aplicaron dos cuestionarios a 86 profesores médicos del curso de medicina de la PUC-Goiás: una evaluación socio-demográfica y otra de conocimientos e interés en la ética médica. Se realizó un análisis descriptivo, la prueba de Kolmogorov-Smirnov, Spearman, Mann-Whitney, chi-cuadrado y la prueba t (<0,05). Los resultados muestran que los profesores médicos conocen el Código de Ética Médica y lo recomiendan en el trascurso de todos los módulos del curso. Una minoría actualiza sus conocimientos sobre éste con f...

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Avaliação do desenvolvimento de atitudes humanísticas na graduação médica

Cited by 17 publications

References 10 publications

Evaluation of medical interns' attitudes towards relevant aspects of medical practice

Evaluation of medical interns' attitudes towards relevant aspects of medical practice

Metodologias Ativas De Ensino-Aprendizagem No Processo De Ensino Em Saúde No Brasil: Uma Revisão Narrativa

Perspectivas de docentes de medicina a respeito da ética médica

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