Pierre Bourdieu and medical education

Abstract

The contemporary discussion about the transformation of the training of health professionals has focused primarily on the change in method. This article discusses this issue in the light of Pierre Bourdieu's theoretical contributions -habitus, field, symbolic capital, symbolic violence and reproduction. The conclusion is drawn that pedagogical change alone is not enough to change the profile of medical graduates. PALAVRAS-CHAVE:-Educação Médica;-Formação de Recursos Humanos;-Ensino. RESUMOA discussão contemporânea sobre a transformação da formação de profissionais de saúde tem dado grande ênfase à mudança de método como sua questão principal. Este artigo discute tal questão à luz das contribuições teóricas -habitus, campo, capital simbólico, violência simbólica e reprodução -de Pierre Bourdieu. Conclui-se que isoladamente a mudança pedagógica não é suficiente para mudar o perfil do egresso.

Swedish doctors choice of medical speciality and associations with cultural capital and perceived status: a cross-sectional study

“…Symbolic capital is defined within a specific field, is constituted of what is recognized as important in that field, and is therefore indicative of prestige or high status [14, 20]. Symbolic capital is useful for analysing specific values of prestige and status within medicine [4, 22, 23].…”

Corpos Anatomizados e Educação Médica: Identificando Intersecções entre Cultura, Formação e Prática Médica

“…Em uma graduação que privilegia a prática profissional na formação, o contato com os modelos de médicos ao longo do curso é fator de aprendizagem e conformação do habitus médico. Assim, o aluno seguirá as regras e os princípios regulatórios de um modelo bem organizado de formação, em que os conhecimentos, as experiências, as atitudes e os valores estarão sob a perspectiva de uma identidade médica em construção, atuando em diferentes situações, profissionais ou não 23 .…”

From Authoritarianism to Advocacy: Lifestyle-Driven, Socially-Transmitted Conditions Require a Transformation in Medical Training and Practice

“…In this section, we will present several lines of potential research and underscore that they should be placed into the greater context of the sociology of medical education and medical sociology in general. Concluding Part IV, we briefly provide the example of Pierre Bourdieu's concepts (applied to medical education) as a means to understand, through research, the otherwise fog-covered relationships between medical students, professors, teaching institutions, medicine as an institution-at-large and how these relationships are reinforced to maintain, rather than transform, a medical-social structure mismatched to the Age of NCDs [148,149].…”

“…"Changing medical training means building a different field with different social agents, it means forming new ways of thinking, new ways of operating, it means changing considering the social structure that perpetuates itself in the action of and readjustment of the individuals themselves, who act according to the incorporated models and arrangements" [149].…”