Social Sciences in the Medicine course: institutional limits and plurality of dispositions

• Autor(a) principal: da Silva, Rafael Afonso
• Data de Publicação: 2020
• Outros Autores: Fernandez, Juan Carlos Aneiros, do Nascimento, Juliana Luporini, de Barros, Nelson Filice
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educação e Pesquisa
• Texto Completo: https://www.revistas.usp.br/ep/article/view/187163
• topic: Social sciences; Medical education; Epistemology; Ciências sociais; Educação médica; Epistemologia

Studies have shown the presence of different perceptions of medical students in relation to the value of social sciences for their training. The purpose of this article is to reflect on this diversity by analyzing how medical student evaluate a discipline of Social Sciences in Health. The article analyzes 69 student assessments collected by instrument based on the 10 Likert scale with justification. Analyzing the material through core of meaning allowed to identify three groups of evaluations coinciding with grades 0-3 (G1), 4-6 (G2) and 7-10 (G3). The three groups share the perception of an institutional limit in learning the discipline: the timetable and the evaluation method of most disciplines. But, in each group, this limit is seen differently, according to the perception of how relevant social sciences are for medical training. In addition to the mentioned institutional limit, the discussion of the results highlights: 1) the homology between the (pre-clinical) place assigned by the curriculum to the Social Sciences and the conception supported by most G1 students of G1, who, based on the “specialized efficiency” discourse, understand Social Sciences as a field of knowledge which are, by definition, foreign to medical practice; 2) the presence of speeches in G2 and G3 that depart from this logic exposing a positive evaluation of the contents of the Health and Society (SS) module, which, considering the module’s proposal, suggests a identification of these students with other perspectives, references and models of medical education and performance. The article concludes with some questions raised by the research which demand new investigations and reflections.