Estudantes de medicina e a relação com o saber: o aprender a ser-médico e os desafios da formação

• Autor(a) principal: Ataide, Cintia Aparecida
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: https://ri.ufs.br/jspui/handle/riufs/17881
• topic: Médicos; Formação; Estudantes de medicina; Saúde mental; Educação médica; Relação com o Saber; Formação Médica; Autocuidado; Relationship; with Knowledge; Medicine student; Medical Training; Medical Education; Self-care; Mental health; Rapport au Savoir; Étudiant en médecine; Formation en Médecine; Éducation médicale; Soins auto-administrés; Santé mentale; CIENCIAS HUMANAS::EDUCACAO

This thesis aims to understand the relationship of medical students with knowledge during their academic training. Therefore, we sought to investigate the following questions: (a) meanings of medicine, (b) the main reasons for choosing the course, (c) the challenges faced by students in the training scenarios of the medical course, (d) ) how students base their knowledge about the self-care process during medical training, in particular, questions about the mental health of medical students. This is an exploratory and qualitative research. The criteria of intentionality and data saturation were used for the sample design. We used a questionnaire and interview as a data collection instrument. The research participants were medical students at the Federal University of Sergipe (UFS) on the Aracaju and Lagarto campuses. To process the data obtained from the questionnaire, the Collective Subject Discourse technique was used, and for the interview data, the qualitative analysis proposed by Minayo (2012) was used. The phenomenological inspiration was the analysis approach of the narratives that were revealed in the course of this research. The notion of Relation with Knowledge, by Bernard Charlot, as a theoretical-conceptual construct provided a basis for discussions about the relationship with knowledge of medical students in their formative process, the figures of learning and how the epistemic, identity relationship is constituted and social about learning medicine during training. Unveiling the meanings, the reasons for becoming a doctor, how medical knowledge is legitimized during academic training are elements of the research field that this thesis seeks to raise. In the act of unveiling the different life stories in formation, it was possible to envisage that the medical student's relationship with knowledge is mediated by learning the dynamics of the disease, how to technically manage medical practice, but it is also limited to learning to study, mastering communication and relational skills, regulating emotional issues in the face of the demands of training and professional practice. When learning medicine, there is talk of care, as a production of life, subjectivities, bonds, territorialization, which is also mediated by suffering, by the difficulties experienced in the training scenario, especially by the mental health issues of medical students . Finally, we understand that it is necessary to talk about a humane medical education, based on the principles of integrality in health. However, it is urgent to consider new training routes, which value integrality as a guiding principle of pedagogical practices, just as it is necessary in health care practices.