Made available in DSpace on 2015-12-06T23:46:15Z (GMT). No. of bitstreams: 0 Previous issue date: 2013 / Introdução: Na atualidade, medicos sao criticados por se preocuparem apenas com o aspecto tecnico da profissao, deixando o componente do relacionamento em segundo plano, num processo que se convencionou chamar de desumanizacao da Medicina. Discute-se se intervencoes educativas na area da Bioetica e da Etica Medica podem alterar o quadro de regressao da capacidade de pensar problemas morais apresentada por estudantes de Medicina durante a graduacao. Neste trabalho, o surgimento da Bioetica e descrito como uma necessidade social de esclarecimento e orientacao moral, que gera um movimento internacional e transcultural cuja repercussao academica e a criacao de um espaco interdisciplinar. Objetivos: Avaliar a eficacia de um curso de Bioetica e do Metodo Konstanz de Discussao de Dilemas (KMDD) sobre a competencia do juizo moral e a competencia democratica de estudantes de medicina. Procedimentos Metodologicos: O Teste do Juizo Moral estendido (MJT-xt) foi aplicado antes e apos o curso de Bioetica para estudantes do 3º ano medico da Unifesp-EPM. Em 2010, foi ministrado o curso tradicional de Bioetica. Em 2011, o curso foi complementado por duas discussoes de acordo com o KMDD. Resultados: Um total de 165 sujeitos participou do estudo. As diferencas entre os diversos indices de competencia do juizo moral, antes e apos os cursos de Bioetica, em ambos os grupos, nao apresentaram significancia estatistica (Teste T Pareado, p < 0,05). O calculo da Magnitude Absoluta do Efeito (Absolute Effect Size, aES), entretanto, mostrou que o curso de Bioetica complementado pelas discussoes KMDD teve um impacto positivo, ainda que discreto, sobre a competencia do juizo moral dos estudantes quando comparado com o curso tradicional (aES = +1,8 para o indice principal). Discussao: As causas de um impacto tao discreto (inexperiencia do facilitador das discussoes, inadequacao dos dilemas utilizados) sao discutidas, bem como a necessidade de exploracao do aspecto afetivo, e nao apenas do cognitvo, do comportamento moral. Consideracoes Finais: E proposto que a Bioetica nacional promova uma ovirada educacionalo. Entende-se que a educacao pela e para a Bioetica pode propiciar o desenvolvimento de competencias ligadas ao raciocinio pratico e a democracia, empoderando os mais vulneraveis e sensibilizando os privilegiados (entre eles os futuros medicos) para lidarem com os problemas eticos e morais relacionados a Saúde. O desenvolvimento destas competencias pode melhorar o convivo social ao auxiliar no manejo das incertezas e ambiguidades da contemporaneidade / Introduction: Nowadays, physicians are criticized due to the fact that they commit themselves only to the technical aspects of the profession in detriment to its human relational component, in a proccess known as Medical Dehumanization. It is questioned if educative interventions in the fields of Bioethics and Medical Ethics could modify medical students’ moral judgment competence’s regression which takes place during undergraduation years. In this study, the emergence of Bioethics is described as a social need for ethical enlightenment and moral orientaion that produced an international transcultural movement whose academic repercussion is the emergence of a interdisciplinary field. Objectives: To evaluate the impact of a Bioethics course and of the Konstanz Method of Dilemma Discussion (KMDD) on medical students’ democratic and moral judgement competences. Methodology: The extended version of the Moral Judgement Test was applied at the begginning and by the end of a Bioethics’ course for 3rd year medical students in a Brazilian public university. In the year of 2010, the traditional Bioethics course was delievered. In 2011, this course was complemented by two discussions according to the KMDD. Results: 165 subjects participated ih the study. Differences among several scores of moral judgement competence, before and after the course, in both groups, were not statistically significant (Paired T Test, p < 0,05). Calculation of the Absolute Effect Size (aES), however, showed that the course complemented by KMDD’s discussions had a small positive effect on students’ moral judgement competence when compared to the traditional course. (aES=+1.8 for the main score). Discussion: Reasons for such a small impact (inexperience of discussion’s leading, inadequacy of the dilemma used) are discussed, as well as the need for further exploration of moral behaviour’s affective aspect, and not only of its cognitive components. Final Comments: Brazilian Bioethics should promote an “educational turn”. We believe that Bioethics’ education could develop competencies related to practical reasoning and democracy, empowering vulnerable people and sensitizing priviledged ones (among them the future physicians) to deal with ethical and moral problems in the healthcare field. The improvement of these competencies might help people to face the uncertainties and ambiguities of contemporary life and improve social relations. / BV UNIFESP: Teses e dissertações

This mixed-methods research study investigated medical students' perspectives of professional mentoring through a web-based survey/needs assessment. The participants are fourth year medical students from three large urban research institutions and two regional branch campuses. The web-based survey/needs assessment was created, peer reviewed, and validated. A strategic sampling of focus groups was conducted to gather additional information regarding the results from the web-based survey. The information and data obtained from the survey and focus groups was used to provide recommendations for administrators and faculty about the mentoring program for each campus. A new proposed model of mentoring was developed upon analysis of both quantitative and qualitative data. The significance of this study includes not only the findings about medical school students' perspectives of professional mentoring, but also the development of a validated assessment tool able to inform administrators about perceptions of their medical students.