Avaliação da abordagem do humanismo na relação médico-paciente, antes das mudanças curriculares e após, no Curso de Medicina da UFJF

O ensino medico na atualidade privilegia uma formacao que busque a excelencia tecnica aliada a visao etica e humanistica. Avaliar diferencas na formacao dos estudantes da Faculdade de Medicina da UFJF, antes das mudancas curriculares e apos, quanto a abordagem e valorizacao do humanismo na relacao medico-paciente, foi o objetivo deste estudo. Foi realizado estudo seccional, com aplicacao de questionario estruturado para os estudantes do nono periodo, antes da reforma curricular e apos. Responderam ao questionario 136 (88%) alunos, sendo 57 do nono periodo antes das mudancas curriculares. Houve diferenca estatisticamente significativa na abordagem do humanismo, sendo mais frequente apos a reforma curricular (p=0,0000 teste Fisher; RCP=17,1; IC de 95% de 4,8 a 61) e mais precoce (antes das mudancas, 0% desta abordagem ocorreu ate o terceiro periodo do curso e 80,9% ate este momento da formacao apos sua implementacao). As disciplinas dos eixos psico-humanistico e saude coletiva foram as mais relacionadas com a abordagem humanistica. A abordagem do humanismo passou a ocorrer de forma enfatica e precocemente apos as mudancas curriculares, sobretudo atraves das novas disciplinas do eixo psicohumanistico.(AU) Medical teaching prioritizes technical excellence coupled with an ethical and humanistic approach. This study aimed to assess the differences in the humanistic approach to the doctor-patient relationship, as taught to undergraduates from the Federal University of Juiz de Fora Medical School, Brazil, before and after curricular change. A cross-sectional study, consisting of a structured questionnaire applied to students of the ninth period, before and after curricular change, was undertaken. 136 (88%) students answered the questionnaire, 57 of whom of the ninth period before the curricular change. The humanistic approach was more frequent after the curricular change, a difference that was statistically significant (p=0.0000, Fisher`s test; RCP=17.1; 95% CI 4.8-61). The humanistic approach was also implemented earlier, as 80.9% of such instances happened up to the third period, as opposed to 0% before the curricular change. The subjects linked to the psycho-humanistic axis and collective health were more related to the humanistic approach. The humanistic approach started being emphatically and precociously introduced after curricular change, mainly through the new subjects of the psycho-humanistic axis.(AU)