Análise da capacidade reflexiva e da presença dos componentes do método clínico centrado na pessoa em portifólios discentes da estratégia educacional “prática médica na comunidade” do curso de medicina da UNIFENAS-BH

Abstract

Introduction: In medical training, the importance of developing the four components of the Person-Centered Clinical Method (MCCP) is based on the professionals´ need to understand the patient´s subjective dimension related to the health and disease process. The Clinical Practice in the Community, an educational approach that takes place in the first two years of medical school at Unifenas-BH, involves visits to different practice scenarios through workshops and offers an important curricular space for the development of MCCP components, considered essential for the training of more qualified professionals that can care for the population more broadly and humanely. Objectives: To evaluate the development of the MCCP components in the Clinical Practice in the Community educational approach over the first two years of medical school. Methodology: This is a cross-sectional, descriptive, qualitative-quantitative study carried out by analyzing the content of portfolios of the Clinical Practice in the Community educational approach, of students in the 1st, 3rd, and 4th terms of Medical School at José Do Rosário Vellano University - Unifenas, at Belo Horizonte campus. Content analysis using the thematic categorical analysis technique was used to design this project. Results: Concerning the content analysis of the 1848 portfolios, of the electronic registration of 320 students, the presence of the four components of the MCCP within the PMC educational approach in the first two years of the medical school at Unifenas - Belo Horizonte was observed. This was in accordance with the learning objectives of the workshops that are part of the educational approach. It was also noticed that as the student moves on to the following periods, his ability to reflect on the strategy and his learning improves. Final considerations: Learning goes beyond the limit of classrooms through the PMC, developing a critical and reflective academic perspective. PMC helps bring students closer to professional clinical reality and their own humanistic, empathic, and self-awareness experience. This contributes to the process of sedimentation of knowledge and acquisition of skills necessary to apply the MCCP components