Janaudis MA, Subtil PP, Boso VVH, González BP

Language: Portugués
References: 6
Page: 173-181
PDF size: 202.11 Kb.

ABSTRACT

Finding official time for new subjects in medical schools is a challenge, since the curricula are quite hypertrophied. To insert the Palliative Care subject on the curriculum is part of this challenge for educators. The authors describe an initiative of the Department of Public Health of the Medical School in Sao Paulo , taken for 10 weeks during the medical internship on the fifth year and in SOBRAMFA-MEDICAL EDUCATION AND HUMANISM. Suffering and death are consequences of human life that every physician often encounters on medical practice. Paradoxically, the prevailing model of teaching and practicing medicine does not dedicate attention to such issues. The ethical dilemmas that emerge on the daily practice and the professionalism required to assist well the patient are challenges that require a broader view of medical care. We are based on the model of four quadrants. We also rely on the medical humanities as a resource, such as music, cinema, literature. Teaching using Humanities has shown to be beneficial and has been intro-duced in many medical schools with the aim of providing a greater knowledge of the human being. However, teaching on that way is only useful when performed in parallel with the practice and provided by professionals who can move freely through the two worlds: arts and real life. The authors, all teachers of SOBRAMFA-MEDICAL EDUCATION AND HUMANISM, present the experience of the organization on scenarios where the integration of knowledge is possible.

REFERENCES

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