Análise Crítica das DCN à Luz das Diversidades: Educação Médica e Pandemia da Covid-19

Tourinho, Francis Solange Vieira; Souza, Fernando Gontijo Resende; Pereira, Douglas Vinícius Reis; Oliveira, Denize Ornelas Pereira Salvador de; Rosa, Luciana Martins

doi:10.1590/1981-5271v44.supl.1-20200361

Cited by 6 publications

(4 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This may be explained by the greater maturity of bioethics education in Portuguese schools, following the philosophical tradition underpinning the approach to bioethics in continental Europe, which emphasizes and questions human actions and the principles that determine the morality of action [ 23 ]. This is different from Brazilian medical curricula, in which the inclusion of bioethics is slightly more recent and seeks to guide health training towards understanding the health priorities of the most vulnerable communities by informing education policy with health policy in implementing the Unified Health System [ 24 , 25 ]. There is also a shortage of data on which areas of undergraduate training bioethics is lacking [ 26 ]; however, there has been a growing trend for some time toward allowing bioethics education to permeate students’ daily experiences, so that it affects their clinical interactions and personal experiences as doctors [ 27 ].…”

Section: Discussionmentioning

confidence: 99%

Bioethics curriculum in medical schools in Portuguese-speaking countries

et al. 2022

View full text Add to dashboard Cite

Background A curriculum is a fundamental tool for educators, and teaching bioethics is fundamental to good medical practice. Studies report a lack of consensus on the teaching of bioethics in undergraduate medicine, and a critical issue is that there remain no minimum curricular parameters. This study performed an analysis between the bioethics curricula of the medical schools of Brazil and Portugal and UNESCO’s Core Curriculum, in addition to proposing key criteria for designing a core bioethics curriculum. Methods This is a cross-sectional, descriptive study that analyzes the bioethics curricula of the medical schools in Brazil and in Portugal. The design of the study includes a qualitative summative content analysis-based approach and a quantitative analysis by means of descriptive statistics. Results Bioethics is taught in both Brazil and Portugal in a diversified way. The results showed that 65.5% of the medical schools analyzed provided at least the 30-h minimum workload recommended by the UNESCO Core Curriculum. Furthermore, bioethics sporadically offered at the end of the medical program in the vast majority of schools studied. Conclusions The most important points to take away from this study are the diversity of the curricular structure of bioethics courses and the lack of formalization of bioethics in the curricula of medical schools in Brazil and Portugal. Given the value of bioethics in clinical practice, we propose that medical schools in Portugal and Brazil update their curricula to encompass minimum criteria, which should be similar to one another and based on common sources, but which should also be tailored to each culture.

show abstract

Section: Discussionmentioning

confidence: 99%

Bioethics curriculum in medical schools in Portuguese-speaking countries

et al. 2022

View full text Add to dashboard Cite

show abstract

“…The second category highlighted was principlepractice disconnection, most of the articles that comprise this grouping explain and support the need for integration between basic classroom lessons and real-life clinical applications. Some studies point out that medical education is more effective when linked to daily practices (88), which cross-cultural ethical dilemmas in clinical care.…”

Section: Challenges Of the Teaching-learning Processmentioning

confidence: 99%

Teaching of ethics in medical undergraduate programs

Tavares

Travassos

Tavares³

et al. 2021

Acta bioeth.

View full text Add to dashboard Cite

Literature points to the existent diversity in medical graduate courses' curriculums, reinforcing the need to systematise and deepen more studies in this area with the aim of qualifying the formation of our future professionals. This study aims to understand the methods used in the teaching of Bioethics in medical graduation worldwide. It was characterised as an integrative review and the databases used were Pubmed, Scopus and Web of Science. In total 2993 articles were identified and 72 met the pre-selected criteria and were included in the review. The characteristics of teaching bioethics that stood out the most in the analysis were: teaching still very heterogeneous between different universities, use of various methodologies in the process of teaching/learning, teaching disconnected from the medical practice of students showing the need to integrate the curriculum with clinical practice and challenges of teaching-learning process. Most of the studies in this review lead us to understand that there is still no minimum parameters on the ideal method to teach bioethics, suggesting that it may affect the feeling of unpreparedness felt by students in face of ethical issues in clinical practice, despite the theoretical basis acquired.

show abstract

“…Os princípios gerais que regem as diretrizes dos cursos da área da saúde contemplam a importância do desenvolvimento de competências necessárias para garantir a defesa da vida e do Sistema Único de Saúde (SUS), reforçando como fundamental a redução de iniquidades em saúde e o atendimento às reais necessidades sociais em saúde da população 11 . Para a efetivação desses princípios é importante que as populações historicamente marginalizadas e invisibilizadas socialmente sejam consideradas 12 .…”

Section: Introductionunclassified

Diversidade e diferença: desafios para a formação dos profissionais de saúde

Machin

Paulino

Pontes

et al. 2022

Ciênc. saúde coletiva

View full text Add to dashboard Cite

Resumo O artigo tem como objetivo discutir a questão da diversidade a partir da sua incorporação na formação dos profissionais de saúde por meio da análise das Diretrizes Curriculares Nacionais (DCN) de dois cursos de graduação na área da saúde no Brasil: medicina e psicologia. Para isso, problematiza a questão da diversidade a partir da contribuição das ciências sociais, ao considerar as múltiplas noções presentes na natureza das diferenças sociais e culturais, rompendo com conceitos essencialistas de diferença. Reflete-se sobre como a diversidade está presente nas diretrizes curriculares desses cursos e, a partir de trabalhos recentes, analisa-se como a diversidade tem sido contemplada na formação, bem como os principais desafios colocados. A interseccionalidade é considerada um referencial teórico político importante para apreender a articulação de múltiplas diferenças e desigualdades que atuam de forma dinâmica, fluida e flexível a partir de contextos históricos particulares, sendo nesse sentido sensível para abordar a questão da diversidade na formação dos profissionais de saúde. Destaca-se a importância de realizar uma análise das diferenças, sugerindo um quadro analítico que articule discursos e práticas, formas de subjetivação e relações sociais.

show abstract

Análise Crítica das DCN à Luz das Diversidades: Educação Médica e Pandemia da Covid-19

Cited by 6 publications

References 14 publications

Bioethics curriculum in medical schools in Portuguese-speaking countries

Bioethics curriculum in medical schools in Portuguese-speaking countries

Teaching of ethics in medical undergraduate programs

Diversidade e diferença: desafios para a formação dos profissionais de saúde

Contact Info

Product

Resources

About