Conhecimento e interesse em ética médica e bioética na graduação médica

Abstract

-Ensino. (4,7 ± 0,7 vs. 4,5 ± 0,8; p = 0,086), enquanto o autoconhecimento sobre o tema foi maior no primeiro grupo (3,4 ± 0,9 vs. 3,2 ± 0,7; p = 0,017 RESUMO Objetivos: Avaliar o interesse e o conhecimento sobre ética médica e bioética na graduação médica. Méto-dos: Estudo transversal e descritivo. Foram utilizados dois questionários auto-aplicáveis, um para docen ABSTRACT Objectives: To evaluate the interest and knowledge about Medical Ethics and Bioethics in medical graduation. Methods: Transversal and descriptive study. Two different questionnaires were applied with questions about the interest in Medical Ethics and Bioethics and the knowledge about the Brazilian Code of MedicalEthics (CME), one to professors and the other to students. Results: One hundred and one professors and 331 students answered the questionnaires. The Brazilian CME had been read by 86.2% of the teachers and by 100% of the students. The importance given to the discipline Medical Ethics, on a scale from 1 to 5, was similar among teachers and students (4.7 ± 0.7 vs. 4.5 ± 0.8; p = 0.086); however the self-evaluation on knowledge about this subject was higher in the first group (3.4 ± 0.9 vs. 3.2 ± 0.7; p = 0.017). In a block with 9 questions, the right answer was given by 5,0 ± 1.9 of teachers and 5.9 ± 1.5 of students (p < 0,001); the mean of correct answers were related to the reading of the CME. Conclusions: The present study presents unpublished data about the perception of medical teachers and students about medical ethics and bioethics and can be useful for improving the teaching of these disciplines in our medical schools.

Perspectivas de docentes de medicina a respeito da ética médica

“…Regarding the third block shown in the questionnaire to the medical faculty, which directly assessed their knowledge regarding the CEM articles (Appendix II), results obtained were similar to those from other studies using the same instrument [13][14][15][16][17][18] . The questions that received correct answers similar to the ones in these surveys were those dealing with general topics, such as doctor-patient relationships, confidentiality, AIDS, human cloning, and illegible handwriting.…”

“…The latter, created and validated by Almeida et al 13 , is self-administered for lecturers, with multiple choice questions, and is divided into three blocks of questions: 1) characterization of the respondent (respecting anonymity); 2) perception of teaching of medical ethics; 3) evaluation of knowledge of the Code of Medical Ethics. As this questionnaire was originally applied and validated in a medical course with traditional teaching methods, it was decided to make some adjustments, especially regarding the terminologies specific to a medical course based on active learning methodologies, as it is the case of the PUC-Goiás course, in which, for example, there are not disciplines, but units.…”

Percepção, interesse e conhecimento de docentes de fisioterapia sobre a ética na profissão

“…The first question reveals that 50% (n = 9) read the complete Código de Ética e Deontologia da Fisioterapia -CEDF -(Physiotherapy Code of Ethics and Deontology) 6 , a result which did not corroborate the research of Vieira and Neves 7 and Almeida et al 8 , in which medical educators claim to have partially read the code of ethics of their profession: 62% (n = 75) and 86.2% (n = 87), respectively. Noteworthy is the fact that if we add the number of educators who partially read the code and those who have never read it, it would amount to the same quantity of lecturers who fully read the code 50% (n = 9).…”

Formação ética e humana no curso de medicina da UFRN: uma análise crítica

“…Tal perspectiva foi assinalada em 1985 em um relatório da Comissão de Ensino Médico do Conselho Federal de Medicina e reforçada em estudos posteriores [7][8][9][10][11] . De forma geral, observa-se que todos esses estudos orientam que o perí-odo ideal para o início do ensino da ética no curso de Medicina seria o ciclo pré-clínico, se prolongando por toda a graduação.…”