A arte de cuidar: um contributo para a construção da humanização na formação médica

Abstract

This study deals with the curriculum of medical training, in a comparative perspective, taking as a curricular model what is developed in the Faculty of Medicine of the UFC and in the Faculty of Medicine of UNIFESO, in its rational and emotional aspects, with a view to understanding the central question of how to elicit in the students the enlarged view of the process of illness with a humanistic view of medicine. It also inquires to what extent the formative project instituted in the two medical schools incorporates theoretical methodological assumptions capable of transforming relations with patients, in the sense of developing a more humanistic practice in the construction of the professional identity of the future doctor. He has carried out bibliographic studies in the interdisciplinary field that involves medicine and medical education, which focus on the history of medicine, curricular studies and current educational debate about medical education in Brazil and in some countries. Adopted a qualitative approach in Health using semi-structured interviews with participant observation. She used the tools of hermeneutical analysis to analyze the empirical material obtained from the interviews with the involved actors students, preceptors, teachers and managers of the medical course of the medical schools studied. The results show that the complex multifaceted process of medical training has moved away from Care, making it sometimes unhealthy for students and physicians, pointing to the urgency of a humanized formation, understanding that humanization in health, as value, points to the dimension that health care involves repeated meetings between socially conformed subjectivities, which progressively and simultaneously, clarifying and (re) constructing, not only health needs, but what is understood to be the good life and the morally acceptable way of getting it. Among the possible ways to promote this humanized formation we find in the contemporary debate "medicine based on narrative" (MBN), which emphasizes the value of listening and telling stories, letting oneself be affected by the other, which in narrating evokes its historicity and naked, leaving explicit, to the medical listener, the meanings of falling ill, giving him the best care. However, despite the perceived power of MBN, it remains to be seen how the integration between the narrative of illness, technoscience and the contexts and models of care operate. We conclude that medical training is being questioned and reviewed in different spaces involved in this process, with a view to its pedagogical and professional improvement.