Ambulatório de genética médica na Apae: experiência no ensino médico de graduação

Abstract

Este trabalho relata uma experiência de ensino cujo objetivo foi oferecer formação significativa e integradora na área de genética médica aos graduandos de medicina do Centro Universitário Barão de Mauá. Para isto, em 2005, foi estruturado um ambulatório de genética médica na Associação de Pais e Amigos dos Excepcionais (Apae) do município de Jardinópolis (SP), como parte do estágio de internato em Saúde Coletiva e Medicina da Família e Comunidade, realizado nos serviços de saúde desse município. Desde então, os estudantes do sexto ano do curso médico avaliaram 140 pacientes, estabelecendo o grau de comprometimento intelectual, a etiologia da deficiência mental e oferecendo aconselhamento genético não-diretivo às famílias, sob orientação dos professores. A diversificação do cenário de ensino e aprendizagem aproximou os alunos da realidade dos pacientes com deficiência mental no País. Além disto, os estudantes puderam se apropriar de alguns fundamentos teóricos da genética médica a partir da constatação de suas implicações na prática clínica, tornando a aprendizagem significativa. Com esta experiência espera-se ter contribuído para a formação de médicos mais competentes na área da genética médica e saúde coletiva, e dispostos a trabalhar de forma integrada e integradora com a comunidade. ABSTRACT This paper relates an educational experience, whose goal was to offer community-integrated qualification in the field of medical genetics to students of the Barão de Mauá Medical School, Ribeirão Preto, State of São Paulo, Brazil. For this purpose, a medical genetics clinic was established in 2005 at the Associação de Pais e Amigos dos Excepcionais -Apae (Association of Parents and Friends of Handicapped Children) as part of the course of Collective Health and Family and Community Medicine. Since then, the sixthyear medical students have evaluated 140 patients, establishing their degree of intellectual disability, the etiology of the mental deficiency, and offered genetic counseling to the families under the guidance of their teachers. The diversification of the learning-teaching scenario brought the students closer to the patients and to the reality of the community. Moreover, the students could assimilate some theoretical bases of medical genetics by experiencing its implications in the clinical practice, turning the learning experience significant. The authors hope that this experience will contribute to qualify doctors better prepared in medical genetics and collective health and ready for working in an integrated and integrative manner with the community.

Metodologias de ensino e formação na área da saúde: revisão de literatura

“…All studies [23][24][25][26][27][28][29] related to the Meaningful Learning corroborate the use of active learning methodologies in order that the student acquires the necessary knowledge for the practical clinic. Thus, this theory is configured as an important pedagogical current to be addressed in courses of the area of health, so that the students can consolidate their knowledge and use it in their professional life in the future.…”

“…In general, the experimental studies [27][28][29][30] showed positive results in relation to the acquisition of knowledge by students according to the activities carried out. In one of these publications 27 the researcher observed the actuation of two physicians of a Family Health Team and verified that this actuation is far away from what is recommended by the Single Health System, indicating that the knowledge acquisition process by these professionals was not and is not being suitable.…”

“…In one of these publications 27 the researcher observed the actuation of two physicians of a Family Health Team and verified that this actuation is far away from what is recommended by the Single Health System, indicating that the knowledge acquisition process by these professionals was not and is not being suitable. Two studies 28,29 report the experience of students in the professional practice and so, it was evidenced that the students acquired knowledge in the involved area of each study and also skills to deal with unexpected situations of the practical clinic. There was a publication 30 where the teachers have created an instrument based on active learning methodology later applied to the students.…”

Perfil de Competência em Genética para Médicos do Brasil: uma Proposta da Sociedade Brasileira de Genética Médica e Genômica

“…On a national level, a survey conducted at medical schools between 2000 and 2003 showed that, despite being well established, the teaching of genetics was extremely varied and required definition in terms of the clinical objectives 78 . Experiences have been reported in clinical internships at specialist associations for supporting disabled people 79 and in systematized training for resident family and community physicians 45 .…”

Qualificação e provimento de médicos no contexto da Política Nacional de Atenção Integral às Pessoas com Doenças Raras no Sistema Único de Saúde (SUS)

“…Usually, this learning is based on a subject that is often on its own, with limited clinical practice, and restricted to the study of diseases that are rare in the general population, but common in teaching hospitals 43 . Table 1 presents the specific set of necessary skills, knowledge, and actions that were defined to gain these competencies.…”