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Revista Brasileira de Educação Médica

versión impresa ISSN 0100-5502versión On-line ISSN 1981-5271

Resumen

OLIVEIRA, Inajara Carla  y  CUTOLO, Luiz Roberto Agea. Health Science Students’ Views on Comprehensiveness. Rev. bras. educ. med. [online]. 2015, vol.39, n.2, pp.208-217. ISSN 1981-5271.  https://doi.org/10.1590/1981-52712015v39n2e02772013.

Comprehensiveness and its meaningshave been the subject of discussions in the area of health, particularly as regards undergraduate training. This research was aimed at investigating the understanding of undergraduate health care students at the University of Vale do Itajaí (Univali).

Objective

To analyze and understand the conceptions and meanings attributed to comprehensiveness by students.

Methodology

These written records were obtained through a qualitative survey with data collected in pedagogical workshops, based on the MaguerezArch method. The study was conducted among 31 students of Nursing, Pharmacy, Speech Therapy and Nutrition. Analysis was based on the choice of units of analysis that reflect the main theme of the study through categorized words and expressions.

Results

The analysis of the written records enabled the establishment of 11 categorizations: comprehensiveness as aprinciple of the Unified Health System (SUS); comprehensiveness as totality; comprehensiveness as holistic view; comprehensiveness as a need of the subject; comprehensiveness as interdisciplinarity; comprehensiveness as Biopsychosocial;comprehensiveness as care; comprehensiveness as levels of complexity; comprehensiveness as response to the needs of the subject; comprehensiveness as means of organizing practices. Furthermore, the majority of the students’ conceptions of comprehensiveness are related to meanings that need to be demystified or even remodeled in view of their superficiality, in order to leverage change. It is, therefore, important to reflect on the curricular practices of comprehensiveness in undergraduate health courses.

Palabras clave : Comprehensiveness in Health Care; Medical Education; Curriculum.

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