Avaliação do ensino de atitudes humanísticas durante a graduação médica: uma experiência pedagógica utilizando filmes

Abstract

Introduction: Contemporary medical education prioritizes the development of scientific knowledge and technical skills, associated with professional attitudes. Attitudes are components of affective ability and influence medical practice, so they should be taught systematically during graduation. The use of films as a pedagogical resource in medical graduation allows reflection on the biopsychosocial context in which the patient is inserted, contributing to the development of humanistic attitudes among students and future dosctors. Objective: To evaluate the effectiveness of cinema as an educational resource in teaching humanistic attitudes to medical students. Material and Methods: A cross-sectional, quasi-experimental, qualitative and quantitative study was carried out with 107 students from the 1st. to the 6th. year of the medical course of the Federal University of Amapá. It was used the Medical Students Attitude Scale (validated by the author Maria de Fátima Colares, 2002), before and after the exhibition of films related to relevant themes in the medical area. This psychometric scale is composed of multiple-choice Likert-type responses and aims to assess the attitudes of medical students regarding the following factors: primary health care; psychological and emotional aspects involved in diseases; ethical aspects in the professional practice; mental illness, death related situations; scientific research. The Wilcoxon Rank Test was used to compare data from paired samples. Results: All the factors evaluated by the medical students attitudes scale related to relevant aspects of medical practice showed a significant increase in the frequency of positive attitudes (p <0.05) after the cinema sessions among the students of the 1st. to the 4th. year of graduation. The students of the 5th and 6th. years, did not present significant changes in attitudes related to death, mental illness and contribution to the scientific advancement of medicine. Conclusion: Cinema is an effective pedagogical tool in teaching humanistic attitudes in the preclinical series of the medical course