Estácio de sá university

Introduction

Profile of medical graduates: general, humanistic, critical, reflective, ethical, with social responsibility, recommended by Graduate Medical Course National Curriculum Guidelines, Brazil, 2011/2014 should be pursued throughout course, highlighted during internship, completed in Residency Education.

Objective

To present pedagogical skill applied to last year medical course students, aimed to achieve recommended profile of graduates.

Methods used

Three teachers/50 last year medical course students, at Brazilian University of Medicine, march 2013, participated in two practices: “Ball in Center”; “To Guide and to be Guided”. Following, watched film clips involving pedagogical methods; “Patch Adams”, traditional; “Circle of Fire” technicist/behaviorist; “Mona Lisa Smile”, critical/reflective. In subgroups, students reflected on, debated about practices, wrote observations, made inferences to medical practice in-service, presented results to the group.

Results obtained

Students did not know about graduate recommended profile; we observed resistance to participate. Some verbalized “at this point of the course, we are here to play games”. In “Ball in Center”, they identified the ball, either as patient, or as student, both needing care. In “To Guide and to be Guided”, they alternated positions guide/guided, interpreting them as medical student/preceptor and medical student/patient, realizing difficulties and needs in each position. In “Patch Adams”, they identified teacher centered method, without dialogue. In “Wheel of Fire”, they pointed limited learning. In “Mona Lisa Smile”, they identified critical reflection, autonomy. They reflected about words “care, welcome, integrality, autonomy”.

Conclusion

Last year medical course students considered minor pedagogical practices about ethics, humanism, social responsibility. Reflective pedagogical practices should be included in Residency Education to continue to help graduates achieve recommended profile.