Navegando por Palavras-chave "Medicina Narrativa"

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    Análise qualitativa e quantitativa das narrativas de pessoas com Epilepsia
    (Universidade Federal de São Paulo (UNIFESP), 2019-11-20) Contier, Ana Teresa Ribeiro [UNIFESP]; Cavalheiro, Esper Abrao [UNIFESP]; http://lattes.cnpq.br/9867636928092492; http://lattes.cnpq.br/6417065027928537; Universidade Federal de São Paulo (UNIFESP)
    Purpose: The purpose of this study was to analyze how people with two well-defined epilepsies, mesial temporal lobe epilepsy related to hippocampal sclerosis (MTLE/HS) and juvenile myoclonic epilepsy (JME), give meaning to the experience of stigma and the complications of seizures. Methods: Thirty-three participants (n=19, MTLE/HS) were investigated, through their clinical and psychosocial parameters, emotional ratings related to narratives arising from two questionnaires: a first-person perspective questionnaire centered on the experiences felt directly by the participants and a third-person perspective questionnaire focused on the participant's perception of the experiences of other people with epilepsy (PWE). Thematic analysis was applied to the narratives and the nonparametric Mann-Whitney U test was used for clinical data and emotional ratings related to the narratives. Results: 201 narratives were collected. Twelve typologies were identified. Only JME group participants produced “Epilepsy as part of life” narratives. Statistically significant differences in the emotional ratings between stigma and seizure complications narratives were found for the JME group (U = 675, p-value = 0.040). In the third-party experience questionnaire among the MTLE group, the ratings of their own emotions had a significantly lower median compared to JME (U = 2570; p-Value = 0.001). Conclusion: The identification of narrative typologies could have clinical value as it could lead to a better understanding of recurrent difficulties faced by patients. Even though the experiences reported by the participants had inherent subjectivity, statistically significant patterns in the emotional ratings still emerged.
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    Da aprendizagem fragmentada ao desafio de uma formação integral: narrativas da construção do saber
    (Universidade Federal de São Paulo (UNIFESP), 2019-07-02) Araujo, Joao Felix Leandro De Sousa [UNIFESP]; Kinker, Fernando Sfair [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    For years medical training has been carried out in a fragmented way, reducing the complexity of the individual to organs and systems, neglecting socio-cultural aspects, as well as the dynamics and the interaction of the individual in the family and community sphere. Recently, with the last change made in the National Curricular Guidelines of the Undergraduate Course in Medicine (NCG) in 2014, the proposal arises that medical education should have an expanded formative character, with a general, critical, reflexive and ethical formation in purpose to form an egress enabled for action at different levels of health care, able to handle various pathological conditions indistinctly, to perform the coordination of care and management of the clinic. The objective of this study is to analyze the perceptions, expectations and experiences of undergraduate students of the third year of medicine at the Centro Universitário São Camilo, in the context of a discipline with a comprehensive approach to care, trying to understand the phenomenon of knowledge formation, starting with it is a logic of teaching fragmented by focal specialties, until arriving at one whose focus on integral care is the counterpoint of the previous formation. This is a qualitative, descriptive study, guided by the documental analysis of field diaries produced by the students, the researcher's field diary, and discourse analysis in conversation wheels, aiming to discuss the ideas and experiences in the outpatient clinic visits, as well as their role in the student's formation as a future generalist. The conclusion that has been reached is that even many changes that the medical curriculum has undergone over the last decades, we still have a categorized, fragmented formation with few moments to reflect on the practice, even in a non-flexible Fordist model, where more emphasis is placed on the content to be taught than the subjects' autonomy. At the same time, it has advanced in many dimensions of teaching, having demonstrated the research experience that the dialogic and reflexive process of teaching can contribute much with a quality education and that values the ethical aspects of care.