Ensino de bioética nas faculdades de medicina no Brasil

Júnior, Waldemar Antônio das Neves; Araújo, Laís Záu Serpa de; Rêgo, Sérgio

doi:10.1590/1983-80422016241111

Cited by 22 publications

(42 citation statements)

References 12 publications

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“…Currently, medical curricula are dedicated to the training of technical professionals, neglecting, in most cases, medical ethics and bioethics 7 . These elements are inseparable from the good practice of the profession, because there will always be ethical factors to be considered in decisions associated with the best interests of the patient 8 .…”

Section: Discussionmentioning

confidence: 99%

“…The first contributes to improve and develop the student's bioethical reflection capacity, so that they make faster and more correct decisions when faced with dilemmas and ethical issues. The other aims to train citizens in order to make them aware of the common good and their commitment as professionals 7 . The theoretical knowledge of ethics is put into practice in the daily life of the physician, materialising in real cases that are judged according to principles and values internalised in the person 3,11,[19][20][21] .…”

Section: Discussionmentioning

confidence: 99%

“…Thus, it is necessary to study medical ethics from the beginning of the medical course, advancing during the internship [1][2][3][4] , medical residency 5 and the practice of profession 6 . Ethics is part of philosophy and constitutes rational knowledge based on three main pillars: the first one involves awareness or perception of conflicts; the second deals with the autonomy and ability of the individual to position himself or herself between reason and emotion; and the third is based on the coherence of the individual 3,7 .…”

Section: Introductionmentioning

confidence: 99%

“…The formal teaching of ethics represents a crucial point for health professionals, especially considering the perspective of humanization of their professional training. Despite its significance and the natural interaction between ethics and medicine, as cited in the Hippocratic oath, only recently disciplines related to ethics were included in the curriculum of medical schools 6,8 , after the Associação Médica Mundial -AMM (World Medical Association) have considered its teaching to be mandatory in all academic curricula from 2015 2,7 .…”

Section: Introductionmentioning

confidence: 99%

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Conhecimento sobre ética médica e resolução de conflitos na graduação

et al. 2019

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Resumo Estudo quantitativo transversal descritivo que tem o objetivo de avaliar a percepção do graduando em medicina sobre a importância do ensino da ética médica e mensurar seu conhecimento sobre a temática em universidade pública do Nordeste brasileiro. Por meio de questionário aplicado a 230 estudantes foi possível avaliar deficiências provocadas pela ausência do ensino formal da ética médica e discutir a necessidade de abordagens diversificadas do tema durante a graduação. Resultados mostram maior taxa de acertos entre graduandos que cursaram ao menos uma disciplina sobre ética médica, mas índice insatisfatório em ambos os grupos. Um terço dos discentes que não tiveram contato com a temática revelaram não se sentir prejudicados por essa lacuna e 25,6% da amostra sequer valorizou a importância do tema em relação a outras disciplinas da graduação. Assim, torna-se necessário rever as estratégias do ensino médico para garantir melhores profissionais no futuro.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Conhecimento sobre ética médica e resolução de conflitos na graduação

et al. 2019

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“…In this study, in comparing the curriculums of Brazilian and Cuban medical schools, the authors stated that the discussion about ethics takes place in a more continuous way in the training in Cuba. Despite this, it evaluates that there has been an increase in the quantity of subjects that address ethical issues in Brazilian curriculums 42 , such that the focus giv-…”

Section: Figurementioning

confidence: 99%

Social Accountability of Medical Schools and Social Representations of Medical Students in the Context of the More Doctors Program

Oliveira

Santos

Shimizu

2019

Rev. bras. educ. med.

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Several debates, in the national and international context, have suggested the need for changes in medical education, so that it is in line with the organization of health systems. From this perspective, it is proposed that schools be guided by social accountability, which consists of ordering teaching, research and activities in service to meet health needs with a focus on areas that are difficult to reach. A more recent reference in medical education at the national level was the More Doctors Program, which provided for a new regulatory framework for medical education. It is evaluated that the modifications introduced by the Program can influence the elaboration of new social representations of medical students. Through the theory of social representations, a qualitative study was carried out to analyze the perception about the social accountability of the medical schools of 149 medical students, of the seventh semester of four courses of Federal Higher Education Institutions in the Northeast Region. Two of the courses are in the interior and were created by virtue of the More Doctors Program and another two correspond to courses in the state capital existing for more than 60 years. From the curriculum analysis of each course, they were termed “traditional” or “new”. In the results, it was observed that the students of the different courses resemble each other in terms of admission by quotas, but students of “new” courses have a greater entrance under affirmative action policies, including regional access criteria. Both groups of students have emphasized the term “duty” as a priority, which may refer to a more individual scope of the notion of accountability. The terms “citizenship” and “ethics” were also highlighted in both groups. Only for students in “new” schools were terms such as “commitment”, “justice” and “SUS” cited. This insight suggests a broader notion of social accountability in school students created under the More Doctors Program, despite insufficient national literature on this topic. The conclusion emphasizes the importance of the Program in the implantation of medical schools in regions that did not previously have this training. It also reinforces the relevance of the dedication of the teachers who implemented the courses in the interior of the Northeast, demonstrating the need to deepen in the themes that involve teacher development. It is suggested that there is a need to broaden the analysis of experiences such as these, so that they can be explored with the radicalism necessary to strengthen the Unified Health System.

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Bioethics curriculum in medical schools in Portuguese-speaking countries

et al. 2022

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Background A curriculum is a fundamental tool for educators, and teaching bioethics is fundamental to good medical practice. Studies report a lack of consensus on the teaching of bioethics in undergraduate medicine, and a critical issue is that there remain no minimum curricular parameters. This study performed an analysis between the bioethics curricula of the medical schools of Brazil and Portugal and UNESCO’s Core Curriculum, in addition to proposing key criteria for designing a core bioethics curriculum. Methods This is a cross-sectional, descriptive study that analyzes the bioethics curricula of the medical schools in Brazil and in Portugal. The design of the study includes a qualitative summative content analysis-based approach and a quantitative analysis by means of descriptive statistics. Results Bioethics is taught in both Brazil and Portugal in a diversified way. The results showed that 65.5% of the medical schools analyzed provided at least the 30-h minimum workload recommended by the UNESCO Core Curriculum. Furthermore, bioethics sporadically offered at the end of the medical program in the vast majority of schools studied. Conclusions The most important points to take away from this study are the diversity of the curricular structure of bioethics courses and the lack of formalization of bioethics in the curricula of medical schools in Brazil and Portugal. Given the value of bioethics in clinical practice, we propose that medical schools in Portugal and Brazil update their curricula to encompass minimum criteria, which should be similar to one another and based on common sources, but which should also be tailored to each culture.

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Ensino de bioética nas faculdades de medicina no Brasil

Cited by 22 publications

References 12 publications

Conhecimento sobre ética médica e resolução de conflitos na graduação

Conhecimento sobre ética médica e resolução de conflitos na graduação

Social Accountability of Medical Schools and Social Representations of Medical Students in the Context of the More Doctors Program

Bioethics curriculum in medical schools in Portuguese-speaking countries

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