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Previous issue date: 2018-02-27 / Introduction: The introduction of the arts into the medical curriculum has aroused increasing interest since they present unique qualities that can aid in the development of the social aspects of medical practice, offering new and distinctive ways of exploring knowledge and professional identity. Objective: To evaluate the effectiveness of the use of the arts in the medical curriculum, through a bibliographical review. Methodology: The Lilacs, Scielo, PubMed and ERIC databases were searched for published articles on studies that attempted to evaluate the effectiveness of an arts-based approach in undergraduate medical education. Other articles were identified through active search. The following descriptors (Art or visual arts or paintings or literature or narrative or poetry or theare ormovies or films or cinema) AND (Medical education or medical student or medical curriculum) were used. We included only the articles whose study was conducted with medical students and whose effectiveness of the intervention was evaluated by comparison between groups (quantitative studies) or by medical student satisfaction by questionnaire (qualitative studies). We excluded articles that addressed the use of art in patients and professionals from other health areas, as well as articles describing the importance of art or those that did not describe the intervention used. The selected articles were read in full in order to identify the type of art used in the intervention, the author, the sample, the methodology and the conclusion about the reported activity. Results: A total of 28 articles were included in the study, distributed according to the type of art used: (n = 16) visual arts; (n = 6) literature; (n = 3) theater; (n = 3) cinema. The arts-sensitive educational skills reported in the studies evaluated were: Skills diagnostic observation, teamwork, and reflection and argumentation; facilitating cognitive learning; humanistic aspects of medicine (empathy / patient medical relationship); professionalism. Some studies state that arts-based interventions are effective at changing attitudes; however, they did not define how this success was measured. No study considers the effects on behavior. Evidence for the use of arts-based interventions to promote diagnostic observation skills has been shown to be stronger. However, its effect on other clinical skills has not been studied. Conclusion: Art can be a strategy to facilitate learning, since it helps the student to deal with the complexity of the human being and human health. This broader understanding of health and illness can lead to improved physician-patient relationships in clinical practice. However, due to the qualitative nature of most of the studies, based mainly on the student's opinion of the changes in their attitudes, the effectiveness of the interventions have not always been effectively demonstrated. / Introdução: A introdução das artes no currículo médico tem despertado interesse crescente, uma vez que as artes apresentam qualidades únicas que podem auxiliar no desenvolvimento dos aspectos sociais da prática médica, oferecendo maneiras novas e distintivas da exploração do conhecimento e da identidade profissional. Objetivo: Avaliar a eficácia da utilização das artes no currículo médico, por meio de uma revisão bibliográfica. Metodologia: As bases de dados Lilacs, Scielo, PubMed e ERIC foram pesquisadas para artigos publicados sobre estudos que tentaram avaliar a eficácia de uma abordagem baseada em artes na educação médica de graduação. Outros artigos foram identificados por meio de busca ativa. Foram utilizados os seguintes descritores (Art or visual arts or paintings or literature or narrative or poetry or theatre or movies or films or cinema) AND (Medical education or medical student or medical curriculum). Foram incluídos somente os artigos cujo estudo foi realizado com estudantes de medicina e cuja eficácia da intervenção foi avaliada por comparação entre grupos (estudos quantitativos) ou pela satisfação do estudante de medicina por questionário (estudos qualitativos). Foram excluídos artigos que abordavam a utilização da arte em pacientes e profissionais de outras áreas de saúde, bem como os artigos de descrição da importância da arte ou aqueles que não descreviam a intervenção utilizada. Os artigos selecionados foram lidos na íntegra de modo a identificar o tipo de arte utilizada na intervenção, identificar o autor, a amostra, a metodologia e a conclusão sobre a atividade relatada. Resultados: Foram incluídos 28 artigos no estudo, sendo distribuídos de acordo com o tipo de arte utilizada: (n=16) artes visuais; (n=6) literatura; (n=3) teatro; (n=3) cinema. As competências educacionais sensíveis a artes, relatadas nos estudos avaliados, foram: habilidades de observação diagnóstica; trabalho em equipe, reflexão e argumentação; facilitação do aprendizado cognitivo; aspectos humanísticos da medicina (empatia/relação médico-paciente) e profissionalismo. Alguns estudos afirmam que as intervenções, baseadas em artes, são eficazes na alteração de atitudes, entretanto, não definiram como esse sucesso foi medido. Nenhum estudo considera os efeitos sobre o comportamento. As evidências para o uso de intervenções, baseadas em artes para promover habilidades de observação diagnóstica, mostraram-se mais fortes. No entanto, seu efeito em outras habilidades clínicas não foi estudado. Conclusão: A arte pode ser uma estratégia facilitadora do aprendizado, uma vez que auxilia o estudante a lidar com a complexidade do ser humano e da saúde humana. Esse conhecimento mais amplo sobre saúde e doença pode levar à melhoria da relação médico- -paciente na prática clínica. Entretanto, devido à natureza qualitativa da maioria dos estudos, baseados, principalmente, na opinião do estudante sobre as modificações ocorridas em suas atitudes, a eficácia das intervenções nem sempre foram efetivamente demonstradas.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.unifenas.br:jspui/197 |
| Date | 27 February 2018 |
| Creators | Mairot, Lucia Trindade da Silva |
| Contributors | Moura, Eliane Perlatto, Nogueira, Anelise Impelizieri, Peixoto, José Maria |
| Publisher | Universidade José do Rosário Vellano, Programa de Pós-Graduação em Saúde, UNIFENAS, Brasil, Pós-Graduação |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UNIFENAS, instname:Universidade José do Rosário Vellano, instacron:UNIFENAS |
| Rights | info:eu-repo/semantics/openAccess |
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