Reflexões sobre o ensino de bioética e cuidados paliativos em uma escola médica do Distrito Federal

• Ano de defesa: 2018
• Autor(a) principal: BARROS, I. C
• Orientador(a): PEREIRA, A. A
• Banca de defesa: OLIVEIRA, J. R , AGUIAR, M. A. F
• 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: Ensino; Bioética; Cuidados paliativos; Metodologia ativa
• Palavras-chave em Inglês: Teaching; Bioethics; Palliative care; Active methodology
• Área do conhecimento CNPq: CIENCIAS DA SAUDE::MEDICINA
• Link de acesso: http://tede2.unifenas.br:8080/jspui/handle/jspui/263

Advancements in the medical field and the incorporation of new technologies has extended patients' lives and encouraged denial of death. But they are not directly related to a higher quality of life for individuals with chronic diseases or with no possibility of cure. Facing such a reality, health professionals are urged to reflect more and acquire knowledge about bioethics, palliative care and terminal illness. Goals: This study seeks to assess the instruction on bioethics and palliative care in a medical school of the Federal District Method: This study adopts a qualitative approach and cross section analysis, used a methodology of data triangulation. A review of the curriculum and courses' syllabus was conducted, giving a structured questionnaire to medical students attending medical internships. 83 students participated in the study. Results: Based on the assessment of students' knowledge in bioethics and palliative care through the instrument used, we observed that the students achieved a satisfactory performance, considering the average required by the school with many opportunities for improvement. Regarding the instruction on bioethics, the study found discussions around the topic in difference courses throughout the program, characterizing a transversal teaching model, with a specific course of Bioethics in the eighth academic term. Regarding palliative care, it is part of the syllabus of two courses, one in the seventh and another in the eighth term. The study found that coping with death and communication skills could be improved in the realm of palliative care. We proposed the creation of a 30-hour course of Palliative Care, as an extension course, for students of different programs, including Nursing, Psychology, Physical Therapy, and Dentistry. While integrating students from various health domains such as Medicine, Nursing, Physical Therapy, Psychology and Dentistry, the course should be student-centered, integrated with bioethics, elderly health and oncology, aiming at learning the principles of palliative care. Students will learn more about specialized care of patients in need of humanized care, health care facing limitations, diseases that cannot be cured, and interdisciplinary teamwork. It will always aim at improving the quality of life of patients and their families. Since it will involve students from various health programs, the students will experience first-hand how does working in a multidisciplinary team look like. Classes will utilize multimedia tools, visits to tertiary hospitals, and peer-to-peer skills training