Contribuições para planejamento e avaliação do ensino da bioética

Abstract

The purpose of this article is to present a reflection on the teaching of bioethics and its evaluation in degree and post-graduate courses in the area of health, considering the possible educational objectives of such teaching. The contents, methods, and techniques of teaching must be suitable for the educational stage in which the student is inserted. Theoretical content, the so-called "toolbox" of bioethics, is of particular importance, and should be suitable for the level and objectives of the training. Attention is drawn to the distinction between competence in ethics and moral competence. The study discusses the role of the teacher and the teaching environment in the formation of critical and dialogical thinking. Keywords: Bioethics. Education. Methods-Educational measurement. Faculty. ResumoContribuições para planejamento e avaliação do ensino da bioética O propósito deste artigo é refletir sobre ensino da bioética e sua avaliação em graduações e pós-graduações da área da saúde, considerando seus possíveis objetivos educacionais. Conteúdos, métodos e técnicas de ensino devem ser apropriados para o nível de formação em que o aluno está inserido. Ressalta-se a importância dos conteúdos teóricos, a chamada "caixa de ferramentas" da bioética, que devem ser adequados ao nível de formação e aos objetivos. Chama-se atenção para a distinção entre competência em ética e competência moral. Discute-se o papel do docente e do ambiente de ensino na formação do pensamento crítico e dialógico. Palavras-chave: Bioética. Educação. Métodos-Avaliação educacional. Docentes. ResumenContribuciones para la planificación y evaluación de la enseñanza de la bioética El propósito de este artículo es reflexionar sobre la enseñanza de la bioética y su evaluación en carreras de pregrado y de postgrado en el área de la salud, al considerar sus posibles objetivos educativos. Los contenidos, métodos y técnicas de enseñanza deben ser apropiados para el nivel de formación en el cual se inserta el estudiante. Cabe resaltar la importancia de los contenidos teóricos, la llamada "caja de herramientas" de la bioética, los cuales deben ser adecuados al nivel de formación y a los objetivos. Se enfatiza sobre la distinción entre la competencia en ética y la competencia moral. Se discute el rol del docente y el ambiente de aprendizaje en la formación del pensamiento crítico y dialógico. Palabras clave: Bioética. Educación. Métodos-Evaluación educacional. Docentes.

Conhecimento sobre ética médica e resolução de conflitos na graduação

“…Good correct answer rates were also achieved by G1 undergraduates in palliative care scenarios, physician autonomy, abortion and ligation, medical confidentiality and especially in psychiatric issues. In the case involving medical records and its confidentiality, the difference in correct answers between G1 and G2 was less than 2.5%, justified by passive learning of the entire sample in emergency rooms, outpatient clinics, hospitals and even on group talks between professionals and colleagues 2,4,7,28 . However, deficiencies in formal ethics teaching are visible, being insufficient for the learning of a subject so complex 1,2,30,32 .…”

“…It is essential to seize concepts of medical ethics in training, given their extreme need in the preparation of physicians 5,21,[35][36][37][38] when establishing ethical conduct in the scientific, technological, biological and health fields 2,7 . However, this research revealed low overall performance of G1, which, when added to the cases of superior performance of G2, shows that the instruction of students, even among those who attended at least one of the two disciplines that address medical ethics, is insufficient to deal with other dilemmas.…”

“…However, this research revealed low overall performance of G1, which, when added to the cases of superior performance of G2, shows that the instruction of students, even among those who attended at least one of the two disciplines that address medical ethics, is insufficient to deal with other dilemmas. To reverse this situation, medical ethics should be addressed in more than one moment in graduation, facilitating the clinical application of the concepts learned 1,2,[30][31][32]39 . The university where this research was conducted seeks to correct this flaw with the inclusion of the academic discipline Medical Ethics and Communication Skills.…”

“…In the health area, the professional's ability to solve dilemmas is often challenged, and it is essential to know guiding principles of ethical conduct. 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 .…”

“…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 .…”