Revisão integrativa sobre ensino e avaliação do profissionalismo no treinamento médico

• Ano de defesa: 2025
• Autor(a) principal: Oliveira, Guilherme Leite e
• Orientador(a): Dias, Ruth Borges
• Banca de defesa: Ferreira, José Antônio Guimarães, Osanan, Gabriel Costa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade José do Rosário Vellano
• Programa de Pós-Graduação: Programa de Mestrado em Ensino em Saúde
• Departamento: Pós-Graduação
• País: Brasil
• Palavras-chave em Português: Currículos; Residentes (Medicina); Educação Médica
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: http://tede2.unifenas.br:8080/jspui/handle/jspui/372

Introduction: The construction of a medical career aimed at meeting the demands of the population has been on the rise in recent years. According to the National Curriculum Guidelines (DCNs) of 2014, medical graduates must acquire various characteristics that are part of professionalism. At the beginning of the 1990s, the American Board of Internal Medicine (ABIM), in collaboration with European medical societies, initiated a project to humanize the medical profession, and since then, the movement has been growing in search of what would be the best way to practice professionalism. This study seeks to understand teaching methodologies and assessment methods for medical professionalism. Study Design: An integrative literature review was conducted on medical professionalism, following the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews). The review includes articles produced in the ten years prior to the research, which, in their context, included topics such as medical education tools, professionalism assessment methods, and the influence of preceptors in training models. Articles that did not address medical professionalism, assessment methods, or teaching strategies were excluded from the review. Results: The findings indicate that medical professionalism education has been progressively incorporated into curricula. However, challenges persist in standardizing methodologies and assessment instruments. The lack of consensus on the definition of professionalism was identified as a barrier to effective implementation in medical training. A global analysis of the reviewed articles reveals a growing trend toward integrating formal and informal methods to teach and evaluate professionalism, leveraging new technologies, continuous feedback, and a strong ethical foundation. Competency-based education, continuous evaluation methods, and faculty training programs also emerge as promising approaches to promoting professionalism. Conclusion: Medical professionalism is an increasingly relevant competency in medical education. It is crucial to incorporate strategies for its development into the formal curriculum.