O Transtorno do Espectro Autista na residência em pediatria
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Data
2022-05-26
Autores
Paparella, Drielle Sauer
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Diante do aumento da prevalência do Transtorno do Espectro Autista (TEA) e do conhecimento de suas características específicas, torna-se crescente o atendimento de crianças com TEA nas unidades de saúde. Nesse sentido, surge a necessidade de reflexão sobre a formação dos residentes em pediatria referente ao TEA, uma vez que esses profissionais são, muitas vezes, os primeiros a assistirem essas crianças. O campo de estudo dos processos de ensino e aprendizagem é, portanto, relevante, visto que tal conhecimento é imprescindível para a instrumentalização dos residentes, para que estes estejam preparados para lidar, compreender e intervir de forma adequada. Esse estudo objetiva analisar a formação de residentes de pediatria sobre o TEA. Especificamente, objetiva-se: a) levantar as disciplinas que trabalham conteúdos curriculares que abordem o TEA e o desenvolvimento infantil; b) verificar o conhecimento dos residentes em pediatria sobre os marcos de desenvolvimento e sinais de TEA; c) identificar qual é o papel do médico pediatra no atendimento às crianças com TEA; d) averiguar o quão se sentem preparados para atenderem esses pacientes. Para tanto, propõem-se um estudo descritivo-analítico, constando de pesquisa documental e de levantamento de campo. Este último será realizado por intermédio de questionário e entrevistas com médicos residentes da pediatria de uma universidade pública do estado de São Paulo, a respeito de seus conhecimentos e percepções sobre a formação e a preparação para atender pacientes com TEA. Os resultados do estudo 1 mostraram que não há disciplina específica sobre o TEA e o conteúdo sobre o desenvolvimento infantil no documento do Programa de Residência Médica é apresentado de forma superficial e vago, não permitindo uma compreensão conclusiva dos conteúdos curriculares sobre essas temáticas. No estudo 2, pode-se identificar que os residentes em pediatria possuem conhecimentos teóricos sobre os marcos do desenvolvimento infantil e sinais de alerta para o TEA e têm atitudes e práticas esperadas no dia a dia de trabalho. Os residentes em pediatras se sentem seguros em realizar investigações do desenvolvimento infantil e em mostrar e explicar aos familiares as fases do desenvolvimento e os sinais de alerta para o TEA. Além disso, os residentes entendem seu papel na atenção primária e apresentam um olhar cuidadoso e uma prática adaptada para com pacientes com TEA. Porém, relatam sentir falta de aprendizagens práticas, principalmente de uma instrumentalização para a vigilância de atrasos no desenvolvimento infantil e na triagem do TEA. Diante dos resultados encontrados, espera- se que a presente pesquisa possa contribuir para a mobilização dos programas de residência médica em pediatria para enfatizarem as aprendizagens práticas, promovendo a articulação entre a teoria e a prática. Por fim, espera-se sensibilizar sobre a importância da identificação precoce de sinais de atraso do desenvolvimento e da triagem do TEA.
Considering the increase in the prevalence of Autistic Spectrum Disorder (ASD), a growing demand of children with ASD is perceived in health units. In this regard, there is a need to address the training of residents in pediatrics regarding ASD, since these professionals will often be the first to assist these children. The processes of teaching and learning is, therefore, relevant, as such knowledge is essential for the instrumentalization of residents, so that they are prepared to deal with, understand and intervene with these patients. This study aims to analyze the training of pediatric residents on ASD. Specifically, the objectives are a) to raise the subjects on the curricular contents that address ASD and development; b) verify the knowledge of pediatric residents about the developmental milestones and signs of ASD; c) identify the role of pediatrician in caring for children with ASD; d) investigate how they feel prepared to assist this clientele. Consequently, a descriptive-analytical study is proposed, consisting of documental research and field research. The field research will be carried out through a questionnaire and interviews with pediatric residents at a public university of the State of São Paulo. The results of study 1 showed that there is no subject on ASD and the content on child development in the Medical Residency Program document is presented in a superficial way, not allowing a conclusive understanding of the curricular contents on this topic. The study 2 identified that pediatric residents have theoretical knowledge about child development milestones and warning signs for ASD and have expected attitudes and practices in their daily work. Pediatric residents feel safe in carrying out investigations of development, also in showing and explaining to family members the stages of development and warning signs for ASD. In addition, residents understand their role in primary care and present a careful care and an adapted practice. However, they report a lack of practical learning, especially instrumentation for monitoring delays in child development and screening for ASD. Considering this, the present research expects to contribute to the mobilization of medical residency programs in pediatrics to emphasize practical learning, promoting the articulation between theory and practice. Finally, we hope to raise awareness about the importance of early identification of signs of developmental delay and screening for ASD.
Considering the increase in the prevalence of Autistic Spectrum Disorder (ASD), a growing demand of children with ASD is perceived in health units. In this regard, there is a need to address the training of residents in pediatrics regarding ASD, since these professionals will often be the first to assist these children. The processes of teaching and learning is, therefore, relevant, as such knowledge is essential for the instrumentalization of residents, so that they are prepared to deal with, understand and intervene with these patients. This study aims to analyze the training of pediatric residents on ASD. Specifically, the objectives are a) to raise the subjects on the curricular contents that address ASD and development; b) verify the knowledge of pediatric residents about the developmental milestones and signs of ASD; c) identify the role of pediatrician in caring for children with ASD; d) investigate how they feel prepared to assist this clientele. Consequently, a descriptive-analytical study is proposed, consisting of documental research and field research. The field research will be carried out through a questionnaire and interviews with pediatric residents at a public university of the State of São Paulo. The results of study 1 showed that there is no subject on ASD and the content on child development in the Medical Residency Program document is presented in a superficial way, not allowing a conclusive understanding of the curricular contents on this topic. The study 2 identified that pediatric residents have theoretical knowledge about child development milestones and warning signs for ASD and have expected attitudes and practices in their daily work. Pediatric residents feel safe in carrying out investigations of development, also in showing and explaining to family members the stages of development and warning signs for ASD. In addition, residents understand their role in primary care and present a careful care and an adapted practice. However, they report a lack of practical learning, especially instrumentation for monitoring delays in child development and screening for ASD. Considering this, the present research expects to contribute to the mobilization of medical residency programs in pediatrics to emphasize practical learning, promoting the articulation between theory and practice. Finally, we hope to raise awareness about the importance of early identification of signs of developmental delay and screening for ASD.
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Palavras-chave
Transtorno do Espectro Autista, Residência médica, Formação, Pediatria, Autism Spectrum Disorder, Medical residency, Training, Pediatrics