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Contribuições das atividades extracurriculares na formação do estudante de medicina: relato de experiência
(Universidade Federal de São Carlos, 2024-01-12) Salviato, Lais Spinelli; Kishi, Renata Giannecchini Bongiovanni; ttp://lattes.cnpq.br/7651034212763580; https://orcid.org/0000-0002-1577-3917
Introduction: Medical training results from the sum of the formal curriculum - consisting of the curriculum that is based on the course's Political and Pedagogical Project, which is guided by the National Curricular Guidelines - and the informal curriculum, which contemplates the personal experiences of the individual and the extracurricular activities they participate in. Thus, knowing the reality of the extra-curricular activities that make up the informal curriculum means better understanding a large part of the medical student's training. Objectives: discuss the importance of extracurricular activities in the training of a medical student, connecting these concepts to the author's personal experience. Methodology: this work consists of an Experience Report, containing the author's journey through the extra curricular activities she participated in and her perception of them in her training. Experience report: the extra-curricular activities covered are extension projects, scientific initiation, congresses and symposiums and other projects3, each with its own impact on the author's experience. Discussion: extra-curricular activities are opportunities offered by the University with the potential to expand both technical knowledge and promote personal and subjective experiences for students. Conclusion: the activities mentioned in this work played an extremely important role in the integral experience of the Public University, as well as for technical and human improvement for the author.
A formação médica sob a óptica da deficiência visual: uma reflexão retrospectiva dos aspectos práticos e das barreiras virtuais e reais na carreira médica
(Universidade Federal de São Carlos, 2024-01-12) Martinez, Daniel Gonçalves; Andreucci, Carla Betina; https://lattes.cnpq.br/8276149979667627; https://orcid.org/0000-0002-5590-108X; https://lattes.cnpq.br/4154007514072002; https://orcid.org/0009-0003-3070-6813
This work presents critical and retrospective reflections on the unique experiences lived through by a medical student with retinitis pigmentosa, a visual impairment. The approach highlights participation in the active learning model - Problem Based Learning (PBL) - providing a distinctive perspective on the adaptation and contribution of this method to their education. Furthermore, it addresses the challenge imposed by the pandemic on sustaining learning, emphasizing strategies used to overcome barriers imposed by the context. The paper provides a detailed insight into the barriers experienced by the student with special needs, highlighting those that proved to be truly insurmountable and how these limitations impacted the academic journey, as well as the barriers faced and overcome through dedication and the pursuit of alternative paths, highlighting resilience and the ability to overcome challenges.Through this account, it showcases not only the obstacles faced but also the importance of adaptation, seeking alternative solutions, and commitment to the educational journey, contributing to a more inclusive and empathetic view in the field of medicine.
A importância das experiências acadêmicas durante a graduação em Medicina para a escolha da especialidade médica
(Universidade Federal de São Carlos, 2024-01-12) Rigo, Roseane; Andreucci, Carla Betina; https://lattes.cnpq.br/8276149979667627; https://orcid.org/0000-0002-5590-108X; https://lattes.cnpq.br/9256002240751339; https://orcid.org/0009-0002-1681-7384
The proposal of the final paper presented to the Department of Medicine at the Federal University of São Carlos is to be a reflection by the student on their medical education. This work seeks to contemplate how the student's individual experiences were important and relevant to the choice of medical specialization at the end of the course. Structurally, the paper is presented in blocks that correspond to the course cycles and complementary activities chosen by each student on a personal basis. The objective of this work is to conclude the course and obtain the degree in Medicine.
Angústia e Recompensa: narrativa crítico reflexiva sobre o meu desenvolvimento no curso de medicina
(Universidade Federal de São Carlos, 2024-01-12) Montever, Daniel Cunha; Floriano, Petterson de Jesus; https://lattes.cnpq.br/7166785992593153; https://lattes.cnpq.br/2046683983408580
The final paper presents a critical-reflective narrative of the author about the medicine course at the Federal University of São Carlos and his impressions, experiences and feelings during the process. In its development, the work presents a narrative that exposes the course format, the author's experience in the course and the author's reflections on each aspect of the course. The development begins with the author's entry into the university, exposing his life at that moment and the feelings that surrounded and guided him in choosing the institution. The text moves on to address the first cycle, from enrollment in the course and the discovery of its different methodology, progressing to an explanation of its functioning, divided into three major areas of activities: Problem-Situation, Simulation Station, Professional Practice and Practice Reflection. The reflection that permeates the first cycle involves feelings of anguish, concern, and incapacity. Moving on to the second cycle, there are changes in the pattern of activities, both in content and in the ramification of the basic structures of the curricular grid compared to the first cycle. With a clearer gain in knowledge, the reflection presents the counterpoint of previous anxieties with the recognition in the knowledge construction advance and introduces new anxieties about the continuity of the process, although already accompanied by expectations that involve the student's development and evolution. When addressing the final cycle, the internship, the text diversifies due to the intensity that the period presents. Reflections and feelings also diversify and correspond to each stage present in the internship, which are: Medical Clinic, Pediatrics, Specialized Medical Outpatient Clinics, Gynecology and Obstetrics, General Surgery and Family and Community Health. The conclusion of the work presents a reflective synthesis where the author exposes his impressions of the entire experiential process and concludes with his personal opinions about his personal development and the influence of the course on his personal and professional formation.
Impacto da comunicação de más notícias na formação do estudante de medicina: um relato de experiência
(Universidade Federal de São Carlos, 2024-01-12) Bussi, Giovanna; Andreucci, Carla Betina; https://lattes.cnpq.br/8276149979667627; https://orcid.org/0000-0002-5590-108X; https://lattes.cnpq.br/6240230865521992; https://orcid.org/0000-0003-0397-7119
Communicating bad news is a necessary skill for a health professional who seeks integrated and humanized care, and is therefore part of the training of medical students. However, in addition to being a skill, it is also an event, which can bring different experiences and impacts to these future developing professionals.The aim of the work is to explore this experience, discussing its positive and negative aspects, as well as the need for its valorization and debate in an academic environment, aiming both at complete training and benefit in the patient care process, in addition to ways of personal and professional learning on the part of students. This is an experience report, complemented with a bibliographical survey to explore the topic in national and international databases. It is concluded that the reflection on the topic and recognition of its importance reveal the need to implement feasible and applicable strategies for teaching communication skills in medical training.
A integração das metodologias ativas no currículo de medicina: experiências e desafios
(Universidade Federal de São Carlos, 2024-01-12) Martins, João Mateus Silva; Valete, Cristina Ortiz Sobrinho; https://lattes.cnpq.br/3246791895201559; https://orcid.org/0000-0002-6925-4346; https://lattes.cnpq.br/4157734702266956; https://orcid.org/0000-0002-8366-240X
This study examines the curriculum structure of the Medicine program at the Federal University of São Carlos (UFSCar), exploring all academic years and their peculiarities. Additionally, the study incorporates reflections on adaptations during the pandemic and the necessary adjustments for the continuity of the course, analyzing how these changes have impacted medical education, the quality of learning, and the interaction between students and professors. In summary, this work provides a thorough analysis of the curriculum structure of the Medicine program at UFSCar, addressing challenges and opportunities in the educational cycles while considering the necessary adaptations in the face of the pandemic and remote learning, based on my experience. Understanding these aspects contributes to the ongoing discussion on the improvement of medical education, emphasizing the importance of resilience and innovation in addressing evolving challenges in the training of healthcare professionals.