Humanization in Undergraduate Medical Education: The Brazilian Learner’s Perspective

Vera Lúcia Lameira Picanço, Gabriela de Barros Melo, Guilherme Alves da Silva, Marcos Alberto Figarella de oliveira, Edilene soares da silva, Juliana dos Santos Tartáglia, Gabriela de Lyra Sousa, Danielle Lima Barbosa, Marcela Magno Miranda Bezerra, Igor Florenzano Wanzeler, Dienyelle de Nazaré Costa Barbosa, Carolynne Lima de Sousa, Larysse Moura Moreira, Maria Jessica Alves Pinheiro, Gabriela Mutran dos Anjos, Samuel João dos Santos Santana, Felipe de Paula, Camylla Rebbeca Bezerra de Aragão, Gabriel Carvalho de Oliveira, Matheus Albert de Souza Puerro, Aysha Nayane Lisboa Franco, Anna Luiza Fonseca Siqueira da Silva, Ana Laura Nobre e Nobre, Isabela Blosfeld Mansour, Heloisa Pamplona Boulhosa, Luíza Pinheiro Nascimento, Edilson Pamplona Boulhosa, Camila Sisnando Faustino, Patricia Benitez Sousa, Adrianne Raposo Ponte, Renan Reno Martins, Luciana Saliba Mohana Alencar, Danielle Moura Nunes, Mariana Abucater Couto, João Victor Tavares da Costa, Paulo Matheus Sherring e Sousa, Gabriela Blanco de Morais Trindade, Juliana Prusch Fernandes Cardoso, Renata Barros de Lira, Ingrid de Paula Costa Pereira, Brenda Michelly da Silva Carvalho, Igo Eduardo Corrêa de Oliveira, Rosivete Figarella de oliveira, Ricardo Silva De Sousa trindade, Pâmella Yumi Taniyama Dantas, Júlio César Soares Lorenzoni, Marília de Jesus da Costa Sá Pereira, Rosa Lorena Stival Mendes da Rocha Lopes da Silva, Carla Dulcirene Parente Novaes, Joelma Bello de Barros, Jamilly Gonçalves Zani, Carolina Donadio de Oliveira, Priscyla Cristina de Oliveira Câmara Rosa, Moises Augusto da Silva Santos, Caroline Cabral Lorenzoni, Daniela Delgado Carvalho Ramos, Pedro Luan Dos Santos Dias, Victoria Vinagre Pires Franco, Carolina Vinagre Pires Franco, Maria Vitória Pantoja Batista, Larissa Pantoja Machado de Souza, Luciana Saliba Mohana Alencar e Francisco Miguel da Silva Freitas

Humanization, Medical Humanities, Student, Medical Education.

The production of humanized health should consider the individual as a whole, taking into account their particularities and perspectives, in order to promote care with ethical, humanistic and clinical quality. The objective of this study is to evaluate, from the perspective of medical students, their perceptions and knowledge regarding humanistic training during medical school. This is a quantitative and qualitative exploratory research in the strict methodological sense of keeping the focus, the object of study, which was made with the students of the Medicine course from the second to the tenth periods of UNIFAMAZ, enrolled in the first semester of 2019. As an instrument of data collection, the structured questionnaire was used, and data obtained transcribed into LibreOffice®, elaborating the corpus for data processing. IRAMUTEQ was used for processing the text corpus. Regarding the absolute frequency of the words within the text corpus, evidence was obtained of the main terms: Patient (frequency of 86), doctor (frequency of 70), care (frequency of 44), empathy (frequency of 48), professional ( frequency of 34), important( frequency of 35), human (frequency of 33), humanized (frequency of 25), relationship (frequency of 17), physical (frequency of 17), health (frequency of 25), treat (frequency of 15), treatment (frequency of 12), In most of the questionnaires these words considered high frequency, were exposed by the students, correlated with the true meaning for him of a good humanized care. In short, the insertion of the teaching of humanized medicine in the undergraduate course exerts on the student and future professional a reflective, motivational and conductive power about the subsequent medical practices.

Received: 05 Feb 2023, Receive in revised form:03 Mar 2023, Accepted: 10 Mar 2023, Available online: 19 Mar 2023

10.22161/ijaers.103.8