Arte e ensino médico: o olhar de docentes de medicina de uma instituição pública

Abstract

The lately years of scientific and technological development brought unnavigable benefits to the Medical and health fields, specifically. Nonetheless, it makes the biomedical model stronger and promoted dehumanization of care, breaking the confidence relationship through doctors and society. Medical professionalism pointed as a way to rescue this, has humanistic values with its essential constitutes. Through the teacher’s perspective, this work analyses how the art and medicine interaction can contribute to medical professionalism humanistic skills development. Descriptive exploratory qualitative research adopts online focal groups as a method and Bardin’s content analysis to collect data. Twenty teachers in many pedagogical axes, disciplines, and teaching-learning levels participate voluntarily in this study. Four essential thematic categories are defined: Medicine: art and science; art and educational professionalism development; encounters and dialogical relations mediate by art at medical teaching: opportunities and challenges. It indicates that the rate used on the researched school occurs as a resource to beat the objectives of teaching, individual or institutional initiative, or not institutional, overall at the teaching and university extension scenario. The teachers notice the art potential to develop values onto professionalism: empathy, sensibility, ethics, and respect, but also skills and abilities related to communication, interaction and ties. Recognizes Medicine as Science and Art, fields that sustain the intersubjective acting between medic and patient, encounter to the higher expression of professionalism. A dimension that is present on course’s PPC, relations with teaching, extension, politic and teacher development, dialogue spaces of administration and teaching planning’s, with other potential points on art’s use an institution.