Proposta curricular para ensino de filosofia no contexto da graduação e residência médica

Abstract

Introduction: Current medical education has a strong techno-scientific base. It is known that the scientific model, although fundamental, is incomplete in dealing with the subtleties, doubts and ambiguities of clinical practice, so that empirical evidences does not cover the entirety of human existence. Therefore, it is necessary to equip new doctors with critical sense and attitudinal skills to deal with the complex reality. Philosophy seems to make a valuable contribution at this point, however, the best way to do this has yet to be answered. Objective: to develop a curricular proposal for philosophy education at undergraduate and medical residency levels. Methodology: we used four steps in preparing the curriculum (general needs assessment, specific needs assessment, definition of goals and objectives, selection of educational strategies). A content analysis of interviews with experienced teachers and a narrative review of the literature were performed to support the proposal. Results: it is concluded for the necessity of multidisciplinary, student-centered, problem-based teaching. The formation of criticism, the adaptation of teaching to new generations, the training of teachers and the recognition of learning opportunities in practical scenarios are the specific needs of the curriculum. The three curricular goals focus on teaching ontology, epistemology and ethics applied to medical practice. Educational strategies for teaching philosophy in medical training were described through curricular discipline, didactic sessions and curricular longitudinalization. It is necessary for the proposal to be implemented in a real scenario, in order to enable its improvement.