As artes na educação médica: revisão sistemática da literatura

Detalhes bibliográficos
Autor(a) principal: Mairot, Lucia Trindade da Silva
Data de Publicação: 2018
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UNIFENAS
Texto Completo: http://tede2.unifenas.br:8080/jspui/handle/jspui/197
Resumo: Introduction: The introduction of the arts into the medical curriculum has aroused increasing interest since they present unique qualities that can aid in the development of the social aspects of medical practice, offering new and distinctive ways of exploring knowledge and professional identity. Objective: To evaluate the effectiveness of the use of the arts in the medical curriculum, through a bibliographical review. Methodology: The Lilacs, Scielo, PubMed and ERIC databases were searched for published articles on studies that attempted to evaluate the effectiveness of an arts-based approach in undergraduate medical education. Other articles were identified through active search. The following descriptors (Art or visual arts or paintings or literature or narrative or poetry or theare ormovies or films or cinema) AND (Medical education or medical student or medical curriculum) were used. We included only the articles whose study was conducted with medical students and whose effectiveness of the intervention was evaluated by comparison between groups (quantitative studies) or by medical student satisfaction by questionnaire (qualitative studies). We excluded articles that addressed the use of art in patients and professionals from other health areas, as well as articles describing the importance of art or those that did not describe the intervention used. The selected articles were read in full in order to identify the type of art used in the intervention, the author, the sample, the methodology and the conclusion about the reported activity. Results: A total of 28 articles were included in the study, distributed according to the type of art used: (n = 16) visual arts; (n = 6) literature; (n = 3) theater; (n = 3) cinema. The arts-sensitive educational skills reported in the studies evaluated were: Skills diagnostic observation, teamwork, and reflection and argumentation; facilitating cognitive learning; humanistic aspects of medicine (empathy / patient medical relationship); professionalism. Some studies state that arts-based interventions are effective at changing attitudes; however, they did not define how this success was measured. No study considers the effects on behavior. Evidence for the use of arts-based interventions to promote diagnostic observation skills has been shown to be stronger. However, its effect on other clinical skills has not been studied. Conclusion: Art can be a strategy to facilitate learning, since it helps the student to deal with the complexity of the human being and human health. This broader understanding of health and illness can lead to improved physician-patient relationships in clinical practice. However, due to the qualitative nature of most of the studies, based mainly on the student's opinion of the changes in their attitudes, the effectiveness of the interventions have not always been effectively demonstrated.
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spelling Moura, Eliane Perlatto524.754.336-04http://lattes.cnpq.br/4613067362478614Nogueira, Anelise Impelizieri441.204.276-68http://lattes.cnpq.br/9182039983136761Peixoto, José Maria491.042.926-34http://lattes.cnpq.br/5863458866759154235.743.646-87http://lattes.cnpq.br/3156126749795638Mairot, Lucia Trindade da Silva2018-07-31T14:44:32Z2018-02-27MAIROT, Lucia Trindade da Silva. As artes na educação médica: revisão sistemática da literatura. 2018. 62f. Dissertação (Programa de Pós-Graduação em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2018 .http://tede2.unifenas.br:8080/jspui/handle/jspui/197Introduction: The introduction of the arts into the medical curriculum has aroused increasing interest since they present unique qualities that can aid in the development of the social aspects of medical practice, offering new and distinctive ways of exploring knowledge and professional identity. Objective: To evaluate the effectiveness of the use of the arts in the medical curriculum, through a bibliographical review. Methodology: The Lilacs, Scielo, PubMed and ERIC databases were searched for published articles on studies that attempted to evaluate the effectiveness of an arts-based approach in undergraduate medical education. Other articles were identified through active search. The following descriptors (Art or visual arts or paintings or literature or narrative or poetry or theare ormovies or films or cinema) AND (Medical education or medical student or medical curriculum) were used. We included only the articles whose study was conducted with medical students and whose effectiveness of the intervention was evaluated by comparison between groups (quantitative studies) or by medical student satisfaction by questionnaire (qualitative studies). We excluded articles that addressed the use of art in patients and professionals from other health areas, as well as articles describing the importance of art or those that did not describe the intervention used. The selected articles were read in full in order to identify the type of art used in the intervention, the author, the sample, the methodology and the conclusion about the reported activity. Results: A total of 28 articles were included in the study, distributed according to the type of art used: (n = 16) visual arts; (n = 6) literature; (n = 3) theater; (n = 3) cinema. The arts-sensitive educational skills reported in the studies evaluated were: Skills diagnostic observation, teamwork, and reflection and argumentation; facilitating cognitive learning; humanistic aspects of medicine (empathy / patient medical relationship); professionalism. Some studies state that arts-based interventions are effective at changing attitudes; however, they did not define how this success was measured. No study considers the effects on behavior. Evidence for the use of arts-based interventions to promote diagnostic observation skills has been shown to be stronger. However, its effect on other clinical skills has not been studied. Conclusion: Art can be a strategy to facilitate learning, since it helps the student to deal with the complexity of the human being and human health. This broader understanding of health and illness can lead to improved physician-patient relationships in clinical practice. However, due to the qualitative nature of most of the studies, based mainly on the student's opinion of the changes in their attitudes, the effectiveness of the interventions have not always been effectively demonstrated.Introdução: A introdução das artes no currículo médico tem despertado interesse crescente, uma vez que as artes apresentam qualidades únicas que podem auxiliar no desenvolvimento dos aspectos sociais da prática médica, oferecendo maneiras novas e distintivas da exploração do conhecimento e da identidade profissional. Objetivo: Avaliar a eficácia da utilização das artes no currículo médico, por meio de uma revisão bibliográfica. Metodologia: As bases de dados Lilacs, Scielo, PubMed e ERIC foram pesquisadas para artigos publicados sobre estudos que tentaram avaliar a eficácia de uma abordagem baseada em artes na educação médica de graduação. Outros artigos foram identificados por meio de busca ativa. Foram utilizados os seguintes descritores (Art or visual arts or paintings or literature or narrative or poetry or theatre or movies or films or cinema) AND (Medical education or medical student or medical curriculum). Foram incluídos somente os artigos cujo estudo foi realizado com estudantes de medicina e cuja eficácia da intervenção foi avaliada por comparação entre grupos (estudos quantitativos) ou pela satisfação do estudante de medicina por questionário (estudos qualitativos). Foram excluídos artigos que abordavam a utilização da arte em pacientes e profissionais de outras áreas de saúde, bem como os artigos de descrição da importância da arte ou aqueles que não descreviam a intervenção utilizada. Os artigos selecionados foram lidos na íntegra de modo a identificar o tipo de arte utilizada na intervenção, identificar o autor, a amostra, a metodologia e a conclusão sobre a atividade relatada. Resultados: Foram incluídos 28 artigos no estudo, sendo distribuídos de acordo com o tipo de arte utilizada: (n=16) artes visuais; (n=6) literatura; (n=3) teatro; (n=3) cinema. As competências educacionais sensíveis a artes, relatadas nos estudos avaliados, foram: habilidades de observação diagnóstica; trabalho em equipe, reflexão e argumentação; facilitação do aprendizado cognitivo; aspectos humanísticos da medicina (empatia/relação médico-paciente) e profissionalismo. Alguns estudos afirmam que as intervenções, baseadas em artes, são eficazes na alteração de atitudes, entretanto, não definiram como esse sucesso foi medido. Nenhum estudo considera os efeitos sobre o comportamento. As evidências para o uso de intervenções, baseadas em artes para promover habilidades de observação diagnóstica, mostraram-se mais fortes. No entanto, seu efeito em outras habilidades clínicas não foi estudado. Conclusão: A arte pode ser uma estratégia facilitadora do aprendizado, uma vez que auxilia o estudante a lidar com a complexidade do ser humano e da saúde humana. Esse conhecimento mais amplo sobre saúde e doença pode levar à melhoria da relação médico- -paciente na prática clínica. Entretanto, devido à natureza qualitativa da maioria dos estudos, baseados, principalmente, na opinião do estudante sobre as modificações ocorridas em suas atitudes, a eficácia das intervenções nem sempre foram efetivamente demonstradas.Submitted by Kely Alves (kely.alves@unifenas.br) on 2018-07-31T14:39:26Z No. of bitstreams: 1 Dissertação Lúcia Mairot.pdf: 1064790 bytes, checksum: dd87051c063270b72d1fe09ccdc7fb4d (MD5)Approved for entry into archive by Kely Alves (kely.alves@unifenas.br) on 2018-07-31T14:41:40Z (GMT) No. of bitstreams: 1 Dissertação Lúcia Mairot.pdf: 1064790 bytes, checksum: dd87051c063270b72d1fe09ccdc7fb4d (MD5)Approved for entry into archive by Kely Alves (kely.alves@unifenas.br) on 2018-07-31T14:44:13Z (GMT) No. of bitstreams: 1 Dissertação Lúcia Mairot.pdf: 1064790 bytes, checksum: dd87051c063270b72d1fe09ccdc7fb4d (MD5)Made available in DSpace on 2018-07-31T14:44:32Z (GMT). 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dc.title.por.fl_str_mv As artes na educação médica: revisão sistemática da literatura
title As artes na educação médica: revisão sistemática da literatura
spellingShingle As artes na educação médica: revisão sistemática da literatura
Mairot, Lucia Trindade da Silva
Educação médica. Artes. Currículo.
: Medical education. Arts. Curriculum.
CIENCIAS DA SAUDE::MEDICINA
title_short As artes na educação médica: revisão sistemática da literatura
title_full As artes na educação médica: revisão sistemática da literatura
title_fullStr As artes na educação médica: revisão sistemática da literatura
title_full_unstemmed As artes na educação médica: revisão sistemática da literatura
title_sort As artes na educação médica: revisão sistemática da literatura
author Mairot, Lucia Trindade da Silva
author_facet Mairot, Lucia Trindade da Silva
author_role author
dc.contributor.advisor1.fl_str_mv Moura, Eliane Perlatto
dc.contributor.advisor1ID.fl_str_mv 524.754.336-04
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/4613067362478614
dc.contributor.referee1.fl_str_mv Nogueira, Anelise Impelizieri
dc.contributor.referee1ID.fl_str_mv 441.204.276-68
dc.contributor.referee1Lattes.fl_str_mv http://lattes.cnpq.br/9182039983136761
dc.contributor.referee2.fl_str_mv Peixoto, José Maria
dc.contributor.referee2ID.fl_str_mv 491.042.926-34
dc.contributor.referee2Lattes.fl_str_mv http://lattes.cnpq.br/5863458866759154
dc.contributor.authorID.fl_str_mv 235.743.646-87
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3156126749795638
dc.contributor.author.fl_str_mv Mairot, Lucia Trindade da Silva
contributor_str_mv Moura, Eliane Perlatto
Nogueira, Anelise Impelizieri
Peixoto, José Maria
dc.subject.por.fl_str_mv Educação médica. Artes. Currículo.
topic Educação médica. Artes. Currículo.
: Medical education. Arts. Curriculum.
CIENCIAS DA SAUDE::MEDICINA
dc.subject.eng.fl_str_mv : Medical education. Arts. Curriculum.
dc.subject.cnpq.fl_str_mv CIENCIAS DA SAUDE::MEDICINA
description Introduction: The introduction of the arts into the medical curriculum has aroused increasing interest since they present unique qualities that can aid in the development of the social aspects of medical practice, offering new and distinctive ways of exploring knowledge and professional identity. Objective: To evaluate the effectiveness of the use of the arts in the medical curriculum, through a bibliographical review. Methodology: The Lilacs, Scielo, PubMed and ERIC databases were searched for published articles on studies that attempted to evaluate the effectiveness of an arts-based approach in undergraduate medical education. Other articles were identified through active search. The following descriptors (Art or visual arts or paintings or literature or narrative or poetry or theare ormovies or films or cinema) AND (Medical education or medical student or medical curriculum) were used. We included only the articles whose study was conducted with medical students and whose effectiveness of the intervention was evaluated by comparison between groups (quantitative studies) or by medical student satisfaction by questionnaire (qualitative studies). We excluded articles that addressed the use of art in patients and professionals from other health areas, as well as articles describing the importance of art or those that did not describe the intervention used. The selected articles were read in full in order to identify the type of art used in the intervention, the author, the sample, the methodology and the conclusion about the reported activity. Results: A total of 28 articles were included in the study, distributed according to the type of art used: (n = 16) visual arts; (n = 6) literature; (n = 3) theater; (n = 3) cinema. The arts-sensitive educational skills reported in the studies evaluated were: Skills diagnostic observation, teamwork, and reflection and argumentation; facilitating cognitive learning; humanistic aspects of medicine (empathy / patient medical relationship); professionalism. Some studies state that arts-based interventions are effective at changing attitudes; however, they did not define how this success was measured. No study considers the effects on behavior. Evidence for the use of arts-based interventions to promote diagnostic observation skills has been shown to be stronger. However, its effect on other clinical skills has not been studied. Conclusion: Art can be a strategy to facilitate learning, since it helps the student to deal with the complexity of the human being and human health. This broader understanding of health and illness can lead to improved physician-patient relationships in clinical practice. However, due to the qualitative nature of most of the studies, based mainly on the student's opinion of the changes in their attitudes, the effectiveness of the interventions have not always been effectively demonstrated.
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-07-31T14:44:32Z
dc.date.issued.fl_str_mv 2018-02-27
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv MAIROT, Lucia Trindade da Silva. As artes na educação médica: revisão sistemática da literatura. 2018. 62f. Dissertação (Programa de Pós-Graduação em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2018 .
dc.identifier.uri.fl_str_mv http://tede2.unifenas.br:8080/jspui/handle/jspui/197
identifier_str_mv MAIROT, Lucia Trindade da Silva. As artes na educação médica: revisão sistemática da literatura. 2018. 62f. Dissertação (Programa de Pós-Graduação em Saúde) - Universidade José do Rosário Vellano, Belo Horizonte, 2018 .
url http://tede2.unifenas.br:8080/jspui/handle/jspui/197
dc.language.iso.fl_str_mv por
language por
dc.relation.program.fl_str_mv -283655251318829813
dc.relation.confidence.fl_str_mv 500
500
600
dc.relation.department.fl_str_mv -7642911903105032531
dc.relation.cnpq.fl_str_mv -969369452308786627
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