Films as an Educational Resource in the Teaching of Humanistic Attitudes to Medicine Students

• Autor(a) principal: Picanço,Thaíla Soares da Costa
• Data de Publicação: 2019
• Outros Autores: Nazima,Maira Tiyomi Sacata Tongu, Santos,Braulio Erison França dos, Picanço Júnior,Olavo Magalhães, Cambraia,Maria Izabel de Albuquerque, Morais,Leila do Socorro da Silva, Pena,Luis Felipe da Silva, Costa,Karina Suzany Nery
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Brasileira de Educação Médica (Online)
• Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022019000500057
• topic: Medical Education; Films as Topic; Humanization of Assistance

ABSTRACT Introduction Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. Attitudes are components of affective ability and influence medical practice, so they should be taught systematically during undergraduate training. The use of films as a pedagogical resource in medical training allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future physicians. Objective To evaluate the effectiveness of cinema as an educational resource in teaching humanistic attitudes to medical students. Material and Methods A cross-sectional, quasi-experimental, qualitative and quantitative study was carried out with 107 students from the first to sixth year of the medical course of the Federal University of Amapá. The Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002) was used before and after the exhibition of films related to relevant themes in the medical area. This psychometric scale is composed of multiple-choice Likert-type responses and aims to assess the attitudes of medical students regarding the following factors: primary health care; psychological and emotional aspects involved in diseases; ethical aspects in professional practice; mental illness, death-related situations; scientific research. The Wilcoxon Rank Test was used to compare data from paired samples. Results All the factors evaluated by the medical students attitudes scale related to relevant aspects of medical practice showed a significant increase in the frequency of positive attitudes (p < 0.05) among the first- to fourth-year students following the cinema sessions. The fifth- and sixth-year students did not present significant changes in attitudes related to death, mental illness and contribution to the scientific advancement of medicine. Conclusion Cinema is an effective pedagogical tool in teaching humanistic attitudes in the preclinical series of the medical course.