vacina como agente de imunização contra o HPvVaccines as an agent for immunization against HPV

PALAVRAS-CHAVE-Educação

No abstract

No abstract

BackgroundThe Brazilian undergraduate medical course is six years long. As in other countries, a medical residency is not obligatory to practice as a doctor. In this context, this paper aims to clarify what and when competencies in communication and professionalism should be addressed, shedding light on the role of university, residency and post-residency programmes.MethodsBrazilian family physicians with diverse levels of medical training answered a questionnaire designed to seek a consensus on the competencies that should be taught (key competencies) and when students should achieve them during their medical training. The data were analysed using descriptive statistics and correlation tests.ResultsA total of seventy-four physicians participated; nearly all participants suggested that the students should achieve communication and professionalism competencies during undergraduate study (twenty out of thirty competencies – 66.7%) or during residency (seven out of thirty competencies – 23.33%). When competencies were analysed in domains, the results were that clinical communication skills and professionalism competencies should be achieved during undergraduate medical education, and interpersonal communication and leadership skills should be reached during postgraduate study.ConclusionThe authors propose that attainment of clinical communication skills and professionalism competencies should be required for undergraduate students. The foundation for Leadership and Interpersonal Abilities should be particularly formed at an undergraduate level and, furthermore, mastered by immersion in the future workplace and medical responsibilities in residency.Electronic supplementary materialThe online version of this article (10.1186/s12909-018-1141-2) contains supplementary material, which is available to authorized users.

Proper discussion of unprofessional behavior should foster a broad debate to encourage empowered students, faculties, and physicians to co-create a more professional environment for patient care.

Objectives: This study aimed to analyse the effect of a portfolio with three activities fostering students' reflection, selfefficacy and teaching of communication skills and professionalism. Methods: A cross-sectional study was applied with a sample of third-and fourth-year medical students in one Portuguese and three Brazilian universities. A three-activity portfolio (course evaluation and learning, self-efficacy activity and free reflective writing) was used during a two-month course on communication skills and professionalism. The 69 students enrolled in the course were invited to complete the three-activity portfolio via Likert-type questionnaires, open-ended questions and narrative. Content and lexical analysis and the Reflection Evaluation for Learners' Enhanced Competencies Tool (REFLECT) were used for assessing the qualitative data. The questionnaires were evaluated using principal components analysis and Cronbach's α. Pearson's correlation was applied to portfolio activities. Results: Of the 69 participants, 85.5% completed at least one activity. Reflecting on what they learned in the communication module, the students did not mention professionalism themes. In the self-efficacy activity on communication, 25% of the fragments were related to professionalism themes. There was a negative correlation between students' self-efficacy and the REFLECT rubric score (r(19)=−0.744; p< 0.0001). Conclusions: Teachers must consider the activity's influence on the reflections when assessing the portfolio. This model of a three-activity portfolio provided diverse ways of encouraging and assessing reflections, supporting teaching improvement and adaptation, evaluating students' self-efficacy and showing that students' higher reflective capacity may promote feelings of low effectiveness.

As Diretrizes Curriculares Nacionais para o Curso de Medicina de 2001 têm como eixo norteador 28 competências, sem uma definição do conceito de competência utilizado. Na literatura há uma série de definições, sendo esse tema vasto e polêmico. Desse modo, a forma como a competência é compreendida pelo docente terá um impacto direto na formação do aluno. Com a finalidade de clarificar o conceito de competência médica adotado por docentes do curso de Medicina de uma universidade, foi realizada uma pesquisa qualitativa a partir da apresentação e questionamentos frente a um caso clínico comum. Para a síntese, organização e análise desses discursos foi utilizado o método do Discurso do Sujeito Coletivo. Entre os conceitos de competência pode-se notar a aplicabilidade prática dos conhecimentos, das habilidades e atitudes, aliada a uma prática reflexiva e ética. Esta última tem destaque e é um pilar das competências. Atitudes como comprometimento e respeito foram apontadas como essenciais para apresentar competência. As atitudes e a ética têm um papel central na competência do egresso, e estratégias para estimular seu desenvolvimento devem ser um dos focos da formação médica.