Bioética e literatura: relato de experiência do Eixo ético-humanístico FMB-UFBA

Abstract

O ensino médico brasileiro tem-se transformado para atender às demandas do modelo assistencial em saúde e à implementação do Sistema Único de Saúde, bem como formar profissionais com atuação generalista, capazes de prestar assistência integral e humanizada. A reforma curricular da Faculdade de Medicina da Universidade Federal da Bahia, marco no ensino médico no estado, implantou o Eixo ético-humanístico do primeiro ao oitavo semestre do curso médico. Neste Eixo, diversas ferramentas são utilizadas no ensino da ética médica e bioética, inclusive literatura narrativa. A partir de observação empreendida no período de 2009 a 2012 este trabalho relata a experiência do referido Eixo com o uso dessa forma de literatura para o ensino médico. A literatura pode ser usada como ferramenta para viabilizar o debate sobre questões político-sociais, necessárias à formação do médico, e induzir reflexões sobre o sofrimento humano e as relações humanas imanentes à prática médica.

Evaluating ethics teaching in medical education

“…Teaching methodology is the set of theories that indicates the path to be followed in the teaching-learning process that, with the development of new technologies, adapts to the needs of society 27 . Thus, ten of the selected studies describe the main methodologies used in ethics teaching in Brazilian medical schools (11 descriptions in ten articles): traditional teaching present in two articles (18.8%), problem-based learning (PBL) present in two articles (18.8%), and active methodology in seven articles (63.63%) 20,22,28,[29][30][31][32][33][34][35] .…”

“…Of the seven articles that describe active methodology, five determine the most used models in medical ethics teaching by medical schools in Brazil: the paradidactic literature (three articles), the mock trial (one article), and the use of cinema as an adjuvant in teaching (one article) [30][31][32]34,35 .…”

“…This model, when well used, provides students with reflections on several themes, in this case themes proposed for teaching ethics. The reflections include themes such as values, interpersonal relations, politics, social issues, and sharpen skills such as observation, interpretation, and clinical imagination 31 .…”

“…This can be explained by the contribution that literature can give to the teaching of humanistic themes when it is well chosen. Paradidactic literature as a teaching tool stimulates reflection on relevant themes, encouraging interpretation and learning, besides contributing to the re-signification of ethical concepts such as euthanasia, dysthanasia, and orthothanasia 31 .…”

Evaluación de la enseñanza de la ética en la carrera de medicina

“…La metodología de enseñanza es el conjunto de teorías que indica el camino que recorrer en el proceso de enseñanza-aprendizaje y que, con el desarrollo de las nuevas tecnologías, se adapta a las necesidades de la sociedad 27 . Así, diez de los estudios seleccionados describen las principales metodologías utilizadas en la enseñanza de la ética en las escuelas de medicina del país (11 descripciones en diez artículos), y se encontraron: enseñanza tradicional presente en dos artículos (18,8%), aprendizaje basado en problemas (PBL) presente en dos artículos (18,8%) y metodología activa en siete artículos (63,63%) 20,22,28,[29][30][31][32][33][34][35] .…”