Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Furtado, Vinícius Jardim
 |
| Orientador(a): |
Pereira, Alexandre de Araújo
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| Banca de defesa: |
Turci, Maria Aparecida
,
Ibiapina, Cássio da Cunha
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| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade José do Rosário Vellano
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| Programa de Pós-Graduação: |
Programa de Mestrado em Ensino em Saúde
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| Departamento: |
Pós-Graduação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.unifenas.br:8080/jspui/handle/jspui/300
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Resumo: |
Introduction: Clinical decision making was once considered the result of a strictly cognitive process, but it is now known that it i influenced by emotions. Educational activities conducted throughout the medical training process aimed at developing these emotional aspects may result in professionals more apt to make correct clinical decisions, but little is known about their real effects. Objectives: Analyze the influence of emotions on the clinical decision-making process during medical training. Methodology: Systematic review using Medline databases (via PUBMED), VHL and ERIC to identify original empirical studies. Results: It was possible to identify that emotion and reason influence the clinical decision-making process, however there are few studies that in fact leave the merely theoretical and descriptive field and present an experimental design. Eight studies were identified that used educational strategies in order to modulate clinical reasoning and decision making, using different models of evaluation and obtaining results. The identified articles presented diverse strategies such as workshops, using of online tools, evaluation of the effect of positive feelings on reasoning and clinical decision-making, simulated environments, audiovisual resources, OSCE, among others. The observed results were not often direct related with improved performance, but through side effects such as greater interest in resolving cases or even greater celerity in resolving them. Conclusion: The analyzed studies are quite heterogeneous and the results are not very clear, requiring more work that can measure such relationships in greater depth and effectively manage to outline effective educational strategies |
