Formação identitária dos estudantes de medicina: novo currículo, novas identidades?

• Ano de defesa: 2012
• Autor(a) principal: Sassi, André Petraglia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraí­ba; BR; Sociologia; Programa de Pós-Graduação em Sociologia; UFPB
• Palavras-chave em Português: Estudantes de Medicina; Profissão Médica; Formação Identitária; Medical Students; Medical Profession; Identity formation; CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/7290

This study is dedicated to discussion and understanding of social processes that are part of the training and professional identity in medicine in connection with the reformulation in the context of undergraduate courses. The objectives were to identify the concepts of medical students about being a doctor and the medical practice, to identify, at different stages of medical school, the students' perceptions about the professional identity, understanding if the processes of change in curricula of medical schools are related to professional identity formation and to identify the concepts of medicine and the medical profession to students at different stages of the course. For this, was developed an exploratory and qualitative methodological approach, using various techniques of field work, such as participant observation, interviews, discussion groups and use of information from social networks. It was noticed, with the research that medical students bring representations about the profession from before entering the university, many of them responsible for choosing a career, such as social status and the possibility of acquiring economic capital. Students go through processes of socialization during the course to acquire medical knowledge and the normative precepts of medicine. In the beginning of the course, neophytes maintains an idealist position, which is changing towards the acquisition of strong technical expertise focused on the diagnosis and treatment of diseases. To change the focus of training from the disease to care about people the curricula of medical schools are becoming, in the midst of processes of resistance due to professional power. Constructing new identities in the context of curriculum change is extremely difficult, because the training is crystallized in the maintenance of professional power and the closing of the profession towards people and other professions.