Contribuições de atividades teatrais na formação médica: perspectivas de discentes e egressos

Abstract

Art, in its multiple expressions, is a powerful tool for personal and social development, fostering reflection, dialogue, and meaning-making. In medical education, theater has emerged as a pedagogical strategy that stimulates emotional and interpersonal competencies, and strengthens humanized care. Within this context, the Show Medicina group—created in 1954 by professor and medical students in Belo Horizonte, Brazil—represents one of the country’s longest-standing university theater experiences, integrating art, social critique, and professional training. This study examined how participation in the university theater group Show Medicina contributes to medical students’ personal, social, and professional development, based on their narratives about the artistic experience. A qualitative, phenomenological approachwas adopted, drawing on 33 semi-structured interviews with current and former participants. The empirical material was subjected to content analysis as proposed by Bardin, organizing units of meaning into four thematic categories: a) personal transformations—including strengthening autonomy, self-confidence, and overcoming inhibition; b) development of relational competencies—such as empathic communication, active listening, improvisation, and adaptability; c) professional impacts related to leadership, conflict management, collaboration, and resiliance; and d) belonging and support networks—characterized by emotional bonds, hospitality, and long-lasting relationships extending beyond academic life. The findings indicate that theatrical practice promotes authentic expression, creativity, and expanded understanding of others’ life stories, contributing to the training of more sensitive, critical, and ethically comitted physicians. This study reinforces the relevance of incorporating artistic practices into medical curricula, integrating scientific knowledge and human experience to foster more empathetic and transformative healthcare education.