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Previous issue date: 2014-02-24 / In Brazil, in spite of humanism is an old topic in the history of medicine, including his medical education in Brazil is recent, officially legalized in Resolution CNE/CES in 4 of 7 November 2001, the Ministry of Education, National Council of education/Board of Higher education, which includes the National Curriculum Guidelines for Undergraduate Medical. However, the Ministry of Health have questioned as to the graduates listing, in relation to the supply of the health needs of the population. Given that there is urgency to appropriate and effective measures in vocational training, it is necessary to understand the aspects for improvement in the comprehensive care and more comprehensive information on medical education. In this light, the present study aims to describe and analyze the provision of humanistic disciplines in medical education in Brazil. For this, we carried out a descriptiveanalytic research with documented reference base, with qualitative and quantitative approach. The data analyzed was collected through the curriculum matrices, searched through information disseminated on the Internet by HEIs. The sample was composed of subjects of Humanities and Medical Sciences, matrices belonging curriculum of undergraduate courses in Medicine in Brazil, considering the criteria for inclusion and exclusion. The study included 127 HEIs. The analysis of 7832 subjects showed that 22.8 % were humanistic disciplines. The state with the highest local rate of humanistic disciplines was Rio Grande do Norte, with 67.9% (n=129). Followed by Cear? with (51.6%, n=81) and Rond?nia (32.4%, n=34). When subdivided by the five regions of the country, 27.86% concentrated in the Northeast, followed by the southern regions (23.15%, n=394), Southeast (22.26%, n=882), north (17.85%, n=96), and Midwest (17.37%, n=66). There was a negative correlation between the mortality rate and the IES (n), r = -0.414 (p <0.001). There was a significant correlation of the humanistic disciplines and the mortality rate (r = 0.933, p <0.001). The movements and reform initiatives in medical education in Brazil has led to debates about the health needs unmet and profiles of professionals who are in front of the health system. Especially with regard to medical education, much has been questioned regarding the technicalities profile of medical education offered by the institutions. The geographical, socioeconomic, cultural, climatic, ethnic make the Brazilian a complex panorama for taking resolute action scenario. Importantly, this diversity requires dynamic actions so that they can effectively reach all. / No Brasil, apesar do humanismo ser um assunto antigo na hist?ria da medicina, a inclus?o dele no ensino m?dico brasileiro ? recente, oficialmente legalizado na Resolu??o CNE/CES no 4, de 7 de novembro de 2001, do Minist?rio da Educa??o, Conselho Nacional de Educa??o/ C?mara de Educa??o Superior, que cont?m as Diretrizes Curriculares Nacionais do Curso de Gradua??o de Medicina. Entretanto, o Minist?rio da Sa?de t?m questionado quanto ao perfil egressos, no que tange ao suprimento das necessidades de sa?de da popula??o. Tendo em vista, que h? urg?ncia em provid?ncias cab?veis e efetivas na forma??o profissional, ? necess?rio compreender os aspectos para melhorias no atendimento integral e obter informa??es mais abrangentes sobre a forma??o m?dica. Sob este prisma, o presente estudo tem como objetivo descrever e analisar a oferta de disciplinas humanistas no ensino m?dico do Brasil. Para isto, realizou-se uma pesquisa anal?tico-descritiva, com base referencial documental, com abordagem quali-quantitativa. Os dados estudados foram coletados atrav?s das matrizes curriculares, pesquisadas atrav?s de informa??es divulgadas na Internet pelas IES. A amostra desta pesquisa foi composta por disciplinas de Ci?ncias Humanas e Ci?ncias M?dicas, pertencentes as matrizes curriculares dos cursos de gradua??o em Medicina do Brasil, considerando os crit?rios de inclus?o e exclus?o. Participaram deste estudo 127 IES. A an?lise de 7832 disciplinas mostrou que 22,8% eram disciplinas humanistas. O Estado que apresentou a maior taxa local de disciplinas humanistas foi o Rio Grande do Norte, com 67,9% (n=129). Seguido pelo Cear? com (51,6%, n= 81) e Rond?nia (32,4%, n=34). Quando subdivididas pelas cinco regi?es do pa?s, 27,86% concentrou-se no nordeste, seguido pelas regi?es sul (23,15%, n= 394), sudeste (22,26%, n=882), norte (17,85%, n=96), e centro oeste (17,37%, n=66). Houve correla??o negativa entre a taxa de mortalidade e as IES (n), r=-0,414 (p<0,001). Houve expressiva correla??o das disciplinas humanistas e a taxa de mortalidade (r=0,933, p<0,001). Os movimentos e iniciativas de reforma no ensino m?dico do Brasil tem provocado debates a cerca das necessidades de sa?de n?o supridas e o perfil dos profissionais que est?o na frente do sistema de sa?de. Especialmente, no que diz respeito ao ensino m?dico, muito tem sido questionado com rela??o ao perfil tecnicista da forma??o m?dica ofertado pelas institui??es de ensino. A diversidade geogr?fica, socioecon?mica, cultura, clim?tica, ?tnica fazem do panorama brasileiro um cen?rio complexo para a tomada de a??es resolutas. ? importante ressaltar que, esta diversidade exige a??es din?micas para que se possam alcan?ar a todas efetivamente.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/1787 |
| Date | 24 February 2014 |
| Creators | Merigo, Francini Lima |
| Contributors | Costa, Bartira Erc?lia Pinheiro da |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Medicina e Ci?ncias da Sa?de, PUCRS, BR, Faculdade de Medicina |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | 7620745074616285884, 500, 600, -8624664729441623247 |
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