Avaliação do desenvolvimento de atitudes dos estudantes de medicina da Pontifícia Universidade Católica de Goiás

• Autor(a) principal: Carvalho, Iracema Gonzaga Moura de
• Data de Publicação: 2014
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/7397
• topic: Educação médica; Atitudes; Avaliação; Medical education; Attitudes; Evaluation; CIENCIAS DA SAUDE::MEDICINA

The educational assessment appears as one of the challenges in the educational context, in particular as the skills and attitudes, due to the subjectivity and even the limited mechanisms and instruments for measurement and verification of learning, they can embrace the variety and skills acquisition necessary for the professional quality training. Objective: This study assessed the attitudes of medical students, dimensions: social, ambience, beliefs, knowledge, and ethics, at three times of the medical course. Method: A analitycal, cross-sectional study using a questionnaire consisting of demographic questions and a Scale to Assess Attitudes of Medical Students, containing 102 items. Participated in this survey 162 students (81%), divided into three groups: a) novice (N = 40), with 57.5% female and 42.5% male; b) intermediate (N = 63), composed of students in the sixth and seventh semester of the course, with 68.3% female and 30.2% male; c) graduates (N = 59), composed of students from the tenth and eleventh semester, 67% were female and 32.2% male. Results: There was significant increase in 13.7% of responses as the social determinants of health, belief, ethics, communication and physician-patient relationship; statistically significant decline in 16.7% of responses related to teamwork, cooperative learning, lifelong learning, belief, ethics, social responsibility and doctor-patient relationship; and statistically similar results in 69.6% of the responses to the scale items. Conclusion: The attitudes of students during the medical course change, which requires medical schools to adopt teaching strategies in the teaching-learning process that does not dissociate the educational attitudes of theoretical and practical knowledge and medical skills have historically devoted to quality vocational training.