O ensino da semiologia médica no estado do Rio de Janeiro
Arquivos
Data
2006
Autores
Midão, Claudia Martins de Vasconcellos 
Orientadores
Ruiz-Moreno, Lidia
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A importância da Semiologia na formação do médico é ressaltada nas novas diretrizes
curriculares, uma vez que aborda aspectos essenciais como a anamnese e o exame
físico, associados à relação médico-paciente e formação ética. O objetivo desta
pesquisa foi analisar o ensino da Disciplina de Semiologia nos Cursos de Medicina das
Escolas do Estado do Rio de Janeiro. Foram analisados 14 cursos de graduação
(11 privados e 4 públicos). Nesta pesquisa exploratória, construída a partir de
abordagem quantitativa e qualitativa, os dados foram obtidos através de análise
documental, aplicação de formulário e realização de entrevista semi-estruturada com
os 18 coordenadores/responsáveis pela disciplina. Alguns traços do perfil dos
docentes evidenciaram que a totalidade realizou formação lato sensu e a maior parte
dos docentes são mestres e doutores, enquanto a formação pedagógica ainda é
deficitária. Os atributos do bom professor, na óptica dos coordenadores, estão focados
na formação generalista, atualização dos conhecimentos específicos da área,
domínios das habilidades e procedimentos semiotécnicos, comunicação, postura ética
e humanista e amor pela docência. A semiologia, articulada com outras disciplinas, é
considerada fundamental na formação médica e representa o marco na entrada no
ciclo profissionalizante. Na análise dos programas observou-se que os objetivos e
conteúdos programáticos são semelhantes, entretanto a denominação da disciplina e a
carga horária são diversas. As estratégias de ensino-aprendizagem, recursos didáticos
e avaliação também mostram especificidades segundo a instituição. A padronização
no ensino da prática semiotécnica foi considerada uma das principais dificuldades,
além da disponibilidade de cenários de aprendizagem e da integração entre
assistência, docência e pesquisa, sendo que não existe consenso entre os
coordenadores sobre a inserção do aluno no SUS. Cremos que esta pesquisa pode
contribuir na compreensão e na valorização do ensino da Semiologia Médica na
formação do profissional e estimular novas produções científicas relacionadas com
este processo de ensino-aprendizagem.
The importance of the Semiology in the medical education is emphasized in the new curricular guidelines since it approaches essential aspects as anamneses and physical examination associated to the physician-patient relationship and ethics formation. The purpose of this study was to analyze the teaching in the Semiology Division of the Medical Course in the schools of Rio de Janeiro. Fourteen graduation courses were analyzed (11 private and 4 public). In this exploratory study based on a quantitative and qualitative approach, data were collected by means of documental analysis, questionnaire and semi-structured interviews with 18 coordinators/ in charge for this discipline. Some traits of the academic professor’s profile showed that all had lato sensu and the majority had master and PhD degree, at the same time, as the pedagogic education was deficient. The attributes of a good professor from the coordinator’s point of view aims at a comprehensive formation, improvement of specific knowledge in the area, domain of abilities and Semiology techniques procedures, communication, ethics and humanist posture and passion for teaching. The Semiology in conjunction with other disciplines is essential in the medical education and represents a milestone in the beginning of the professionalization cycle. Objectives and programmatic contents are similar in the analysis of programs and on the other hand the denomination of the discipline and course load are different. The teaching-learning strategies, didactic resources and evaluation also show specificities according to the institution. One of the major difficulties in the teaching of the Semiology technique practice was the standardization in addition to availability of teaching settings, integration in the assistance field, academic practice and research but no consensus was reached among coordinators about the students’ insertion in the Unique Health Care System*. We believe that this study could contribute to understanding and to value the teaching of medical Semiology in the professional education and to stimulate new scientific productions related to this teaching-learning process
The importance of the Semiology in the medical education is emphasized in the new curricular guidelines since it approaches essential aspects as anamneses and physical examination associated to the physician-patient relationship and ethics formation. The purpose of this study was to analyze the teaching in the Semiology Division of the Medical Course in the schools of Rio de Janeiro. Fourteen graduation courses were analyzed (11 private and 4 public). In this exploratory study based on a quantitative and qualitative approach, data were collected by means of documental analysis, questionnaire and semi-structured interviews with 18 coordinators/ in charge for this discipline. Some traits of the academic professor’s profile showed that all had lato sensu and the majority had master and PhD degree, at the same time, as the pedagogic education was deficient. The attributes of a good professor from the coordinator’s point of view aims at a comprehensive formation, improvement of specific knowledge in the area, domain of abilities and Semiology techniques procedures, communication, ethics and humanist posture and passion for teaching. The Semiology in conjunction with other disciplines is essential in the medical education and represents a milestone in the beginning of the professionalization cycle. Objectives and programmatic contents are similar in the analysis of programs and on the other hand the denomination of the discipline and course load are different. The teaching-learning strategies, didactic resources and evaluation also show specificities according to the institution. One of the major difficulties in the teaching of the Semiology technique practice was the standardization in addition to availability of teaching settings, integration in the assistance field, academic practice and research but no consensus was reached among coordinators about the students’ insertion in the Unique Health Care System*. We believe that this study could contribute to understanding and to value the teaching of medical Semiology in the professional education and to stimulate new scientific productions related to this teaching-learning process
Descrição
Citação
MIDÃO, Claudia Martins de Vasconcellos. O ensino da semiologia médica no estado do Rio de Janeiro. 2006.155 f. Dissertação (Mestrado Profissional em Ensino em Ciências da Saúde) - Escola Paulista de Enfermagem, Universidade Federal de São Paulo. São Paulo, 2006.