Different training models in health and student conceptions of humanized medical care

Abstract

Since 2009, there have been two training models promoting medical training at the Federal University of Bahia: the traditional and the cycle system. The curricular changes aimed to guide the professional profile for a better performance at the Brazilian Unified Health System and to develop a greater understanding of human diversity, illness and care. This study analyzed whether these models have produced different conceptions about what humanized care means to medical students. The similitude analysis was used, with the support of the Iramuteq software for data treatment. It was observed that both groups share conceptions centered on the patient; however, students graduating from the Interdisciplinary Bachelor Degree in Health demonstrated that they based their ideas on an expanded concept of health considering its various determinants. Students enrolled in the course through their grades at the National High School Examination, exposed perceptions of the topic considering necessary ethical and humanistic aspects but limited to the direct contact between doctor and patient. It is concluded that the previous training in the Interdisciplinary Bachelor’s Degree in Health could be responsible for the development of the students’ critical assessment of the concept of health and the importance of the Humanization of Care.

Digital Technologies to Provide Humanization in the Education of the Healthcare Workforce: A Systematic Review

“…Of these, 174 (93%) were rejected as they clearly did not meet the inclusion criteria. Based on titles and abstracts, 13 (7%) articles were selected for full text screening; 7 (53.8%) out of these 13 [46][47][48][49][50][51][52] were discarded for various reasons (see Supplementary Material S4). A total of six publications (46.2%) were included in the end [53][54][55][56][57][58].…”

“…Subjects in "humanization of healthcare"-defined as a mental, emotional, and moral attitude that forces the professional to continually rethink they own mental framework, and to reshape intervention habits so that they are oriented towards the good of the patient (a vulnerable person in need of care) [52] -allow for the identification of parameters such as the protection of patient values (autonomy, confidentiality, dignity), personalized treatment, and active listening, to be the focus of students' training.…”