Aprendizagem baseada em problemas na Faculdade de Medicina de Marília: sensibilizando o olhar para o idoso
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Data
2003-04-02
Autores
Komatsu, Ricardo Shoiti [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Propusemos como objeto deste estudo, a formação do médico e a sensibilização para lidar com a pessoa idosa, que envolveu a análise dos olhares de estudantes de Medicina e pacientes idosos dentro da proposta de aprendizagem baseada em problemas e do currículo da Faculdade de Medicina de Marília-FAMEMA. Objetivos: Analisar a percepção de estudantes de Medicina da Aprendizagem Baseada em Problemas - ABP do currículo da FAMEMA como espaço de formação de médicos sensibilizados para a atenção das pessoas idosas;analisar as representações de estudantes e idosos acerca do que é ser um médico sensibilizado para a questão do envelhecimento. Métodos: Foram coletados dados de um questionário aplicado aos estudantes de medicina ao final da 4ª. série, e entrevistas realizadas com pacientes idosos e estudantes ao final da 6ª. série, e empregamos a análise temática para a inferência dos dados com a utilização de duas categorias de análise do estudo: o estudante e a aprendizagem sobre o idoso, e o idoso e o médico para a pessoa idosa. Resultados e discussão: Os olhares dos estudantes sobre a sua aprendizagem ao final da 4ª. e da 6ª. séries são complementares e, coincidentes, encontram-se: a abrangência e adequação da 'Unidade 17 - Envelhecimento' e sua contribuição no desenvolvimento pessoal, de desempenhos e competências para aprender a aprender, saber pensar, resgatar a perda do humano em nossas vidas, e saber cuidar; a doença é mais representada no currículo do Curso de Medicina que o doente, existindo 'ilhas curriculares' com uma atuação mais condizente com a atenção às necessidades dos pacientes; a 'disease' prepondera em muito sobre a 'illness'; teoria e prática permanecem pouco integradas; nada substitui a prática e o contato direto com a realidade, os problemas de papel, por melhor que... .
This study attempts to observe physicians' education process and how to humanize students with the elder's care by looking at the actual observation made by students and elderly themselves. This is considered within the context of a Problem-Based Learning (PBL) MD program at the Faculty of Medicine of Marilia (FAMEMA) Objectives: To analyze students' perceptions of problem based learning-PBL as it is used at FAMEMA's and how it functions as a space for training of doctors needing to be sensitive to the elder's care; and to analyze students and elderly people impressions of what is to be a doctor sensitive to the aging process. Methods: We collected data through a questionnaire applied to medical students finishing their 4th year of medical education. In-depth interviews with elderly people and with students at the end of 6th year were developed. Thematic analysis was used for data inference, focusing on two types of aspects in this study: the student and learning about the elderly and the elder and the doctor caring for the aged. Results and discussion: Students at the end of 4th and 6th years are coincident in relation to: quality and pertinence of Unit 17 Unit - Aging. They also match in terms of the Unit's contribution to personal development, acquisition of skills and competences to learn how to learn, to reason, to rescue the human aspect of our lives, and to know how to provide care of the elderly. Disease is over represented in relation to the actual patient. Hence, there are curricular islands better suited to the care of these patients' needs. Still, prevails the pathological-medical model over the one that looks at illness, as a person's ailment. Practice and theory remain poorly integrated. Nothing can substitute practice and direct contact with the real world. Paper problems, regardless of how well they have been... (Complete abstract, click electronic address below).
This study attempts to observe physicians' education process and how to humanize students with the elder's care by looking at the actual observation made by students and elderly themselves. This is considered within the context of a Problem-Based Learning (PBL) MD program at the Faculty of Medicine of Marilia (FAMEMA) Objectives: To analyze students' perceptions of problem based learning-PBL as it is used at FAMEMA's and how it functions as a space for training of doctors needing to be sensitive to the elder's care; and to analyze students and elderly people impressions of what is to be a doctor sensitive to the aging process. Methods: We collected data through a questionnaire applied to medical students finishing their 4th year of medical education. In-depth interviews with elderly people and with students at the end of 6th year were developed. Thematic analysis was used for data inference, focusing on two types of aspects in this study: the student and learning about the elderly and the elder and the doctor caring for the aged. Results and discussion: Students at the end of 4th and 6th years are coincident in relation to: quality and pertinence of Unit 17 Unit - Aging. They also match in terms of the Unit's contribution to personal development, acquisition of skills and competences to learn how to learn, to reason, to rescue the human aspect of our lives, and to know how to provide care of the elderly. Disease is over represented in relation to the actual patient. Hence, there are curricular islands better suited to the care of these patients' needs. Still, prevails the pathological-medical model over the one that looks at illness, as a person's ailment. Practice and theory remain poorly integrated. Nothing can substitute practice and direct contact with the real world. Paper problems, regardless of how well they have been... (Complete abstract, click electronic address below).
Descrição
Palavras-chave
Medicina, Geriatria, Educação medica, Idosos - Cuidados medicos, Idosos - Saúde, Problem based learning, Medical Education, Geriatrics education, Health of the elderly
Como citar
KOMATSU, Ricardo Shoiti. Aprendizagem baseada em problemas na Faculdade de Medicina de Marília: sensibilizando o olhar para o idoso. 2003. 234 f. Tese (doutorado) - Universidade Estadual Paulista, Faculdade de Filosofia e Ciências, 2003.