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2018, Number 4

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Arch Med Fam 2018; 20 (4)

Professionalism and medical training of excellence: Challenges found in the academy and in clinical practice

Moreto G, Polesel FV, Rodrigues SV, Marcondes PF, Blasco PG

Language: Portugués
References: 30
Page: 183-189
PDF size: 170.59 Kb.


ABSTRACT

Currently, a terminology widely used to characterize medical quality is professionalism, which consists of principles and commitments to create relationships characterized by integrity, ethics, social justice and teamwork with the goal of achieving excellence. The late nineteenth and early twentieth centuries began the era of specialization in medical education. However, some losses also occurred, such as patient integration and disease. In this way, the appropriate, competent, up-to-date and professional doctor is the challenge of the beginning of the 21st century. Within the humanistic and professional context, empathy is important in the patient medical relationship. Thus, the patient better exposes their complaints and concerns, providing a better diagnosis and treatment. However, the current doctor is afraid of, by being empathic they could lose their judgment and ability to judge, besides suffering with patients, generating non-involvement with them. Such ability can be achieved through recognition and reflection on one's own emotions to foster constructive and elevated feelings that will result in professionalism, ethical behavior, and humanized behavior. However, few components in the medical school are focused on the emotions. When the student does not have the opportunity to reflect on emotions, he/she can develop an emotional rejection, seeking support technique that is too overvalued in its formation. The teacher's model in this educational process of empathy is essential, and it is his/her responsibility to allow the student to share his or her feelings by achieving an affective maturity and consequently a excellent doctor-patient relationship.


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