Era uma vez... contos de fadas e psicodrama auxiliando alunos na conclusão do curso médico

Abstract

The final segment of the course is an especially stressful period for medical students, as it places them vis à vis a range of anguishing situations: the end of their days as students, the acquisition of new responsibilities and residency exams. So as to help them through this stage, the Botucatu Medical School (FMB -Faculdade de Medicina de Botucatu) has developed a number of sheltering strategies for its students. This paper describes one activity in which psychodrama was used to facilitate the expression of the feelings and emotions experienced by students at the end of their course. For two years running, sociodrama sessions were held with all the students in the sixth (i.e., last) year of the Botucatu Medical School course. Fairy tales were used as a tool for students to identify their evolution at the institution and the moment they were experiencing. Dramatization of the fairy tales enabled students to share their experiences and worries, many of which where common to several of them and typical of their context. The analysis of the fairy tales focused mainly on projective aspects of the groups; the conclusions pointed to the need for a larger number of arenas for meetings and interchange between students and teachers. KEY-WORDS: Medical education; mental health; psychodrama; sociodrama; internship and residence.O término do curso representa um período especialmente estressante para estudantes de Medicina, colocando-os perante diversas angústias: deixar de ser aluno, ter novas responsabilidades e enfrentar o exame de residência. Com o intuito de auxiliá-los nesta fase, foi desenvolvida na Faculdade de Medicina de Botucatu (FMB) uma série de estratégias de acolhimento para os estudantes. Este trabalho descreve uma atividade na qual se utilizou o Psicodrama como facilitador da expressão dos sentimentos e emoções experimentadas ao final do curso. Por dois anos consecutivos foram realizadas sessões de Sociodrama com o conjunto dos alunos do 6 o ano do curso médico da FMB. Utilizaram-se Contos de Fadas como recurso para que os estudantes identificassem sua trajetória na instituição e o momento que estavam vivendo. A dramatização dos contos possibilitou a troca de experiências entre os alunos e o acolhimento de suas angústias, muitas delas coletivas e próprias daquele contexto. A análise dos contos privilegiou aspectos projetivos grupais, concluindo na direção da necessidade de mais espaços de encontro e troca entre professores e alunos. PALAVRAS-CHAVE: Educação médica; saúde mental; psicodrama; sociodrama; internato e residência. RAMOS-CERQUEIRA, A. T. A. et al. Once upon a time... fairy tales and psychodrama to help students at the end of the medical course, Interface -Comunic., Saúde, Educ., v.9, n.16, p.81-9, set.2004/fev.2005

A angústia na formação do estudante de medicina

“…Na atualidade, diversas universidades dispõem de serviços de apoio ao estudante, objetivando a saúde mental do discente 19,20 . Contudo, acredita-se que uma compreensão melhor dos fatores identificados como geradores de angústia entre os estudantes de Medicina possa vir a colaborar para o melhor desempenho no processo de humanização dos cursos de Medicina.…”

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

“…Chart 1 shows that the papers were published between 2005 and 2011 and that role playing was the most frequently used form of psychodrama (71.43%). COMUNICAÇÃO The two studies we found that used sociodrama were by Ramos-Cerqueira et al 26,29 . One of these studies (Ramos-Cerqueira et al 29 ) reports the use of sociodrama to identify positive and negative aspects of academic life and feelings related to them, as well as to rescue the class identity as a whole, from sharing these experiences and affections among students of the 6 th year of Botucatu's Medical School (São Paulo, Brazil).…”

“…COMUNICAÇÃO The two studies we found that used sociodrama were by Ramos-Cerqueira et al 26,29 . One of these studies (Ramos-Cerqueira et al 29 ) reports the use of sociodrama to identify positive and negative aspects of academic life and feelings related to them, as well as to rescue the class identity as a whole, from sharing these experiences and affections among students of the 6 th year of Botucatu's Medical School (São Paulo, Brazil). In the warm-up process, the authors suggested that the students share their thoughts on the process of becoming and "being a doctor" and that they choose a fairy tale of their liking.…”

“…Both studies by Ramos-Cerqueira et al 26,29 pointed out some difficulties found with the use of sociodrama, such as the initial reluctance of the students in participating in the warm-up phase and in the choice of scenes. The authors commented that this reluctance was expressed in long silences, slowness in rising from their chairs, and/or their claiming to be tired.…”

“…In sociodrama, we do not deal with preconceived hypotheses, but with contents that emerge and that the group directs from the warm-up and, thus, dramatization ideas arise 26,27 . The sociodrama process includes four stages, as proposed by Moreno: 1) warm-up, during which participants get prepared; 2) dramatization: experiencing via dramatic scenes acted out by the group members so as to understand the phenomenology of the conflict and attempt its resolution; 3) sharing (return of the protagonist to the group): analysis of the impact of the event on the participants, with feedback on the participation; and 4) theoretical processing: socionomic reading (analysis of the relationships among the group members, their preferences and avoidances) 28,29 . "Role playing", or role-play, game, performance, interpretation or role exchange, is another form of psychodrama, being the most widely used in many areas of knowledge 23 .…”