Ensino médico e promoção à saúde em creche comunitária

Pinheiro, Sandra de Azevedo; Moreira, Magalhães; Freitas, Marildy Aparecida de

doi:10.1590/s0104-42302001000400034

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“…It is developed in an atmosphere of play and freedom, to achieve expressiveness when articulated in the dramatic or theatrical background, with originality and creativity 14 . Psychodrama provides opportunities for reflective practice and meaningful learning [15][16][17] and can be used for teaching various communication skills, including listening skills, asking questions, counseling, care, and communication in sensitive situations [18][19][20] . The process of dramatization can also provide an increase in learning of abstract concepts because role playing provides the experience of aspects that cannot be easily expressed in words 21 .…”

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Use of Psychodrama in medicine in Brazil: a review of the literature

Liberali

Grosseman

2015

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Objective To review the literature on experiences of the use of psychodrama in medical education in Brazil. Methods Papers published between 2003 and 2013 were identified in the main databases. Results Seven papers were identified. Role playing and sociodrama were the psychodrama techniques reported. They were used to address aspects of relationships such as emotions and behavior and to improve some communication and clinical skills. Psychodrama provided the students with opportunities for critical reflection, questioning of professional practices and sharing of experiences, and also decreased their anxiety and fear. Role playing was used among students and among teachers undergoing academic development, while sociodrama was only used among students. Conclusions There are still few papers reporting on experiences from the use of psychodrama in Brazilian medical schools.

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Section: Introductionmentioning

confidence: 99%

Use of Psychodrama in medicine in Brazil: a review of the literature

Liberali

Grosseman

2015

Interface (Botucatu)

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A dramatização no ensino de enfermagem: uma revisão sistemática e crítica da literatura

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Percepção dos Profissionais de Saúde em relação à Integração do Ensino de Estudantes de Medicina nas Unidades de Saúde da Família

Parma

Oliveira

Almeida

2019

Rev. bras. educ. med.

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Introduction The Centro Universitário de Votuporanga (UNIFEV) medicine course was implemented in 2012 according to the 2001 National Curricular Guidelines for Undergraduate Medical Courses. The practical module of Community Service Education Integration is the curricular unit that places students into Primary Health Care (PHC) scenarios from the first period of the course until the internship period, breaking with the traditional model of hospital-centered training, which is segmented into specialties. The module of medical skills and attitudes training also leads the student, in some cases, to PHC services, but with focus on the basic clinical procedures in controlled scenarios, which may be those from typical clinical practice, simulations or even those performed in laboratories. During internship, the student continues in PHC as an intern in general, family and community medicine. In this context, the integration of community-education-service plays a major role in the transformations undergone in undergraduate training in health, which are also aimed at modifying the current healthcare model. Objectives To understand the perception of professionals from the Family Health Care Units regarding medical student work placement and to interpret the results of this integration as far as the service, the community and the medical training are concerned. Methodology Qualitative research carried out with health professionals who work in three Family Health Care Units of Votuporanga, São Paulo, Brazil. They were invited to participate in focus groups to express their opinions about thought-provoking questions. The recorded material was transcribed, organized and analyzed according to Bardin’s content analysis, which allowed categories of analysis to emerge based on what the participants said. Results and discussion: The opinions that have emerged allow to identify the following aspects: teaching-service-community integration contributes to medical education; student presence promotes team integration and self-learning and promotes the work process; student integration has impact on the community. Among the student’s contributions, participants highlighted the academic and health care reflective practices, health education actions and complementary activities that support the health team in solving local problems. Participants also identified some situations of difficulty, such as: students in the early periods of the course need to acquire affective domains for an adequate professional posture at PHC units; the embarrassment of patients in the medical consultation with the presence of students; and the short length of stay of the students for the necessary bond building. Conclusion For PHC professionals, the inclusion of students in these scenarios contributes to the development of the service, medical training and community support. Due to the solidary relations existing between the educational institution and the PHC management, this research may contribute to promote the necessary adaptations and prepare the community and professionals for the presence of students in PHC.

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Ensino médico e promoção à saúde em creche comunitária

Cited by 5 publications

References 1 publication

Use of Psychodrama in medicine in Brazil: a review of the literature

Use of Psychodrama in medicine in Brazil: a review of the literature

A dramatização no ensino de enfermagem: uma revisão sistemática e crítica da literatura

Percepção dos Profissionais de Saúde em relação à Integração do Ensino de Estudantes de Medicina nas Unidades de Saúde da Família

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