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The production of humanized health should consider the individual as a whole, taking into account their particularities and perspectives, in order to promote care with ethical, humanistic and clinical quality. The objective of this study is to evaluate, from the perspective of medical students, their perceptions and knowledge regarding humanistic training during medical school. This is a quantitative and qualitative exploratory research in the strict methodological sense of keeping the focus, the object of study, which was made with the students of the Medicine course from the second to the tenth periods of UNIFAMAZ, enrolled in the first semester of 2019. As an instrument of data collection, the structured questionnaire was used, and data obtained transcribed into LibreOffice®, elaborating the corpus for data processing. IRAMUTEQ was used for processing the text corpus. Regarding the absolute frequency of the words within the text corpus, evidence was obtained of the main terms: Patient (frequency of 86), doctor (frequency of 70), care (frequency of 44), empathy (frequency of 48), professional ( frequency of 34), important( frequency of 35), human (frequency of 33), humanized (frequency of 25), relationship (frequency of 17), physical (frequency of 17), health (frequency of 25), treat (frequency of 15), treatment (frequency of 12), In most of the questionnaires these words considered high frequency, were exposed by the students, correlated with the true meaning for him of a good humanized care. In short, the insertion of the teaching of humanized medicine in the undergraduate course exerts on the student and future professional a reflective, motivational and conductive power about the subsequent medical practices.
To assess the development of skills by medical students in radiology and diagnostic imaging in a cross-sectional way in undergraduate medicine in an integrated and interdisciplinary curriculum. This is a quantitative, analytical, and expository cross-sectional study, through the application of a structured questionnaire on the radiological themes developed in the axis that has as practical support the Morphofunctional Laboratory, with students from the 1st, 5th and 8th semester of the medical course at the Centro Universitário Metropolitano da Amazônia (UNIFAMAZ), Belém, PA – Brazil. For the elaboration of the result of the present study, the analysis of 93 applied questionnaires was used, respecting the selection criterion, in which the questionnaire should contain the Free and Informed Consent Term duly completed and signed, of which 15 already had a previous graduation. The students at each end of the application of the questionnaire were more confident during the semesters, represented by the increasing average of correct answers over the semesters, and, in this way, corroborating the evolution of the students in the resolution and reasoning of the proposed questions. The information obtained from the medical students evaluated in the study corroborate that problem-based learning facilitates and assists in the process of obtaining knowledge, through the morphofunctional components of the course used to approach radiology and diagnostic imaging with a view multidimensional in addition to the role of complementary examination methods.
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