Students’ experience with literature in medical education

Abstract

Introduction: The National Curricular Guidelines (NCG) for medical school bring the teaching of Humanities, among them Literature, as a way to overcome the biomedical model. Literature can strengthen compassion directed to the ‘other’. It starts with a curriculum organized by active teaching-learning methodologies. Objective: This study aims to understand the experiences of students from a Medical School in the interior of São Paulo who had contact with literary texts in the beginning of medical school, creating a representative model based on the experience. Method: This is a qualitative research guided by the Grounded Theory. The data collection was carried out through semi-structured interviews with undergraduate students who were randomly chosen from all years of the Medical School. The only inclusion criteria was the participation in groups coordinated by a teacher who had used literature as a teaching strategy. Twelve interviews were carried out, transcribed and codified. The sampling was performed by theoretical saturation. Results: The created categories were: 1. “Identifying the importance of the literature and Arts in Medical School, seeking a rupture from the biomedical model, while improving empathy and the humanization of care”; 2. “Reflecting on the use of artistic tools to learn practical contents in Medicine and to provide psychosocial knowledge”; 3. “Proposing a possible curricular systematization, considering active methodologies and other artistic forms”; 4. “Recalling the tales that are more often associated to the student’s personal interest, which can promote the integration with all the acquired knowledge”. Based on these categories, it was possible to create the representative model of the experience that relays the students’ satisfaction with literature in medical education, enhancing the humanization of care; however, there is a need for curriculum homogenization, aiming at organizing the activity and the learning opportunity for others students. Conclusion: The model comprises the idea that literature enhances the humanization of care and is able to establish a rupture from the biomedical model. The study potential lies in proposing strategies to the community and academic management, aiming to strengthen humanization in curricular perspective of medical training.

Care for women in situations of violence: construction of a model of permanent health education

“…In medical education, still accompanied by the paradigm that emphasizes the disease and classified as a biomedical model, there is a challenge under construction so that the curricular guidelines of this profession include methodologies that promote humanization in care (17) . This fragility in training makes it difficult to diagnose violence with the identification of the real needs of these women, not only biological and not always manifested immediately, leading to the invisibility of violence.…”

Atenção às mulheres em situação de violência: construção de modelo de educação permanente em saúde

“…Tal estratégia vai ao encontro da disciplina do domínio pessoal, que objetiva gerar o desenvolvimento das atividades em conexão com outros, além de si, para que as mudanças aconteçam do individual para o coletivo (9) . Na formação médica, ainda acompanhada do paradigma que enfatiza a doença e classificado de modelo biomédico, há um desafio em construção para que as diretrizes curriculares desta profissão incluam metodologias que promovam a humanização na atenção (17) . Esta fragilidade na formação dificulta o diagnóstico da violência com a identificação das necessidades reais destas mulheres, não somente biológicas e nem sempre manifestadas de imediato, acarretando a invisibilidade da violência.…”