A Percepção dos Estudantes de Medicina sobre a Influência do Mediarte na Educação Médica

Amorim, Karla Patrícia Cardoso; Bedaque, Henrique de Paula

doi:10.1590/1981-52712015v42n2rb20170027

Cited by 4 publications

(7 citation statements)

References 14 publications

(23 reference statements)

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“…The difficulties in dealing with certain patients and even the fact that some of them do not enjoy art activities in hospitals have been reported in other studies in Brazil 41 . In a study on the performance of clowns in a hospital in Minas Gerais, patients reported that accepting the visit of a clown depends a lot on their emotional state and the moment they are going through 42 .…”

Section: Thematic Dimension Of Dancementioning

confidence: 60%

Humanistic training in Medicine through dancing in the hospital: students’ perceptions

Lisboa

Ciccone

Kadekaru

et al. 2021

Rev. bras. educ. med.

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Introduction: The humanization of assistance is associated to empathy, embracing, and effective communication, being part of the medical training. According to its nature, humanization requires methods that involve affections and stimulates critical thinking. Objective: Extensive literature shows the benefits of the arts in medical education; however, there are still few studies on dancing, the subject of this study, which was carried out by medical students and whose aim was to investigate hospital dancing in the teaching of humanization, from the perspective of medical students. Method: A qualitative action research study was designed, in which medical students performed choreographies for patients, companions and employees in three different wards of the teaching hospital. The action consisted of continuous cycles in the planning of interventions, performance, observing, reflection, and re-planning of subsequent actions, in a systematic manner and controlled by the researchers. Data production took place by direct observation, narratives and focal group. The data were analyzed using the content and thematic analysis methods. Results: For three months, 17 female and 7 male students between 18 and 24 years of age performed the action, producing data that was subsequently classified into 3 thematic categories: 1. Dimension of affection: contents of the student’s emotional character; 2. Care dimension: contents about caring for the patient; 3. Dance dimension: contents on dance in the humanistic training in Medicine. In the triangulation of the techniques, it was observed that joy, anxiety, and the perception of dance as an instrument of bonding were significant. The experience of changing socially-marked places for the student and the patient made the student face and overcome different feelings. The dance allowed the refinement of the look and the capacity to understand the other, taking into account perspectives that converge to or diverge from their own convictions. On the other hand, the students experienced the anxiety and joy of an encounter with themselves, perceiving dance as a pleasurable and humanizing activity. Conclusion: The dance in the hospital lead to experiences and reflections that stimulated the students’ self-knowledge, favored the student-patient relationship, and brought elements to understand the use of dancing in medicine, mainly for the teaching of empathy and humanized care.

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Section: Thematic Dimension Of Dancementioning

confidence: 60%

Humanistic training in Medicine through dancing in the hospital: students’ perceptions

Lisboa

Ciccone

Kadekaru

et al. 2021

Rev. bras. educ. med.

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“…Additionally, tests for entering the extension programs were also mentioned as a demotivating factor. Amorim and Bedaque 10 stated that students could be motivated to participate in activities that only require the demonstration of will and responsibility through a letter of interest.…”

Section: Discussionmentioning

confidence: 99%

“…This study reiterates that medical students are motivated to participate in CBEA as this experience adds to their credits and leads to improvement in the curriculum. 1,3,[8][9][10][11][12] Students also expressed that their desire to help society is a motivating factor to participate in these activities. It is noteworthy that the desire to help people is the reason that many students choose medicine as a profession.…”

Section: Discussionmentioning

confidence: 99%

“…The literature establishes the relevance of these activities for the development of communication skills. 10,13,[24][25][26][27] The ability to communicate technical knowledge in a simple manner that can be understood by others requires practice. Practitioners may also need to learn the regional language at times to establish a productive relationship between themselves and their patients.…”

Section: Discussionmentioning

confidence: 99%

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Medical Students’ Participation in Extracurricular Activities: Motivations, Contributions, and Barriers. A Qualitative Study

Fujii¹,

Kobayasi²,

Enns³

et al. 2022

AMEP

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Introduction Extracurricular activities in medical education are defined as any social, philanthropic, non-mandatory, and unpaid activities. These activities promote interactions between students and the community in ways that both provide care and create learning opportunities and experiences for both students and the community at large. This study elaborates on the motivational aspects, learnings, and barriers that occur when students participate in these activities. Methods This is a cross-sectional study of medical students in their first to fifth years. Qualitative analyses have been used to understand the motivation, barriers, and contributions associated with extracurricular activities participation. Results Of the 586 students enrolled in the medical course, 462 students agreed to participate in the research. The students reported that they were motivated to participate in contributing to society, support their professional choices, integrate their knowledge, gain life experience, develop communication and leadership skills, learn to work in a team, and become more responsible, empathetic, and resilient. Barriers to participation were the limited number of available positions, selection criteria, lack of support from those involved, personal issues, poor time management, risk of lowered academic performance, and lack of physical and financial resources. Discussion Medical students are motivated to participate in Community-based extracurricular activities (CBEA) and this experience leads to improvement in the curriculum and can develop fundamental skills and attitudes such as leadership, commitment, and responsibility. To maximize the benefits of these activities, schools must support students and ensure that they have the time and chance to participate without physical strain, that were barriers mentioned by the academics.

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“…Os resultados apontam para a melhora da ansiedade dos pacientes e acompanhantes, bem como para maior bemestar da equipe de profissionais 10 . Outra perspectiva explorada é sobre o impacto do treinamento de palhaço e técnicas teatrais para estudantes da área da saúde como uma forma de desenvolver competências interpessoais e humanistas, tais como empatia, comunicação verbal e não verbal, escuta ativa e autoconhecimento 2,[11][12][13][14]…”

Section: Introductionunclassified

A arte do palhaço na educação médica

Moreira¹,

Almeida²,

Sanches³

et al. 2021

Rev. bras. educ. med.

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Resumo: Introdução: Em todo o mundo, a arte tem sido utilizada como recurso pedagógico no curso médico. No Brasil, vários grupos de “palhaçoterapia” - projetos que envolvem a atuação de estudantes como palhaços-doutores - foram criados visando promover uma humanização do cuidado nos hospitais. A partir daí, vários estudos começaram a identificar impactos da participação nesses projetos na formação médica. Este estudo investiga a percepção do profissional formado acerca da influência da experiência como palhaço-doutor na sua prática médica. Objetivo: Este estudo tem como objetivo analisar, na graduação de Medicina, a formação na arte do palhaço como estratégia para contribuir para o desenvolvimento de competências na prática médica. Método: Trata-se de uma pesquisa exploratória e descritiva com abordagem qualitativa, por meio de entrevista semiestruturada com 15 participantes, que foram escolhidos pela técnica da bola de neve. O universo da pesquisa consiste em médicos que participaram de projetos de palhaçoterapia durante a graduação, em Recife, Pernambuco. As informações coletadas foram organizadas com o auxílio do software MAXQDA e submetidas à análise textual discursiva proposta por Moraes, que segue três passos de forma cíclica: a desmontagem dos textos em unidades de significado, o estabelecimento de relações e a captação do emergente. Resultado: A partir da análise das transcrições das entrevistas, emergiram diversas categorias de competências relatadas pelos participantes. No processo de construção de um novo significado com base nesses achados, foi necessário selecionar os que tinham relação com o que estava proposto nas Diretrizes Curriculares Nacionais (DCN) de Medicina de 2014. As habilidades percebidas foram agrupadas nas seguintes categorias: sensibilização, ressignificação, lidar com o erro e relação com o paciente. Conclusão: Esta pesquisa procurou explorar o fenômeno translacional, por meio do qual se investigaram quais ensinamentos, na visão de profissionais da medicina, foram apreendidos para sua prática a partir da aprendizagem e do exercício da arte do palhaço. Quando se realizou essa comparação com as DCN, foi possível encontrar interseções entre o que se espera desenvolver durante a formação médica e algumas das competências desenvolvidas com ajuda da arte do palhaço.

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A Percepção dos Estudantes de Medicina sobre a Influência do Mediarte na Educação Médica

Cited by 4 publications

References 14 publications

Humanistic training in Medicine through dancing in the hospital: students’ perceptions

Humanistic training in Medicine through dancing in the hospital: students’ perceptions

Medical Students’ Participation in Extracurricular Activities: Motivations, Contributions, and Barriers. A Qualitative Study

A arte do palhaço na educação médica

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