A Formação do neurologista para o século XXI

Lana-Peixoto, Marco Aurélio

doi:10.1590/S0004-282X1993000300023

Resumos

A formação do neurologista inclui a aquisição de amplo conhecimento de medicina interna, das neurociências básicas e das doenças do sistema nervoso. Além de obter conhecimento científico o neurologista deve desenvolver habilidades clínicas e atitudes que permitam a expressão adequada de sua competência e seu contínuo aperfeiçoamento profissional. Para atingir este objetivo há necessidade de promover profundas mudanças no sistema de educação médica inserindo-o no espírito universitário da pesquisa e da busca da excelência. A residência médica deve enfatizar a formação de hábitos de aprendizado independente, do uso da metodologia científica, de pensamento analítico e crítico, assim como de atitudes éticas. Neste sentido o preceptor desempenha importante papel como modelo.

educação médica; neurologista; residente; preceptor; metodologia científica

The training of neurologists for the practice in the coming years requires deep changes in the system of medical education. It is critical for the medical student and the resident the acquisition of a broad knowledge of scientific information. But physicians must also know how to use knowledge they have accumulated from a variety of sources. They express their knowledge through abilities in the wards or in ambulatory settings in order to get an accurate diagnosis and the proper management of a particular condition. In addition to that they are expected to develop ethical attitudes toward their patients, peers and the greater society. They must be committed to work, to independent learning and to rationality. To accomplish its scholarly goals medical education has to emphasize the development of adequate personal attributes, skills and habits of mind rather than the transmission of factual information. With todiay's technology all the scientific information necessary for the practice of medicine is at the fingertips through computers. Memorization is therefore an absolute nonsense in teaching. A better education involves reducing the working load and the number of lecture hours providing students and residents with sufficient unscheduled time to seek out information independently and to assess their own learning. Problem-solving methods of teaching providing the formulation of multiple concurrent hypotheses, the critical analysis and evaluation of data and the application of new acquired knowledge as well as previously learned concepts to the solution of problems should be widely employed. Faculty members are guides who assist students and residents to develop analytical and critical skills. They play an important role as models through their own attitudes and actions. The humanistic dimensions of the medical profession cannot be overemphasized.

medical education; neurologist; resident; house-staff; role models; scientific methods

Marco Aurélio Lana-Peixoto

Professor Adjunto de Neurologia da Faculdade de Medicina da Universidade Federal de Minas Gerais (UFMG)

RESUMO

A formação do neurologista inclui a aquisição de amplo conhecimento de medicina interna, das neurociências básicas e das doenças do sistema nervoso. Além de obter conhecimento científico o neurologista deve desenvolver habilidades clínicas e atitudes que permitam a expressão adequada de sua competência e seu contínuo aperfeiçoamento profissional. Para atingir este objetivo há necessidade de promover profundas mudanças no sistema de educação médica inserindo-o no espírito universitário da pesquisa e da busca da excelência. A residência médica deve enfatizar a formação de hábitos de aprendizado independente, do uso da metodologia científica, de pensamento analítico e crítico, assim como de atitudes éticas. Neste sentido o preceptor desempenha importante papel como modelo.

Palavras-chave: educação médica, neurologista, residente, preceptor, metodologia científica.

SUMMARY

The training of neurologists for the practice in the coming years requires deep changes in the system of medical education. It is critical for the medical student and the resident the acquisition of a broad knowledge of scientific information. But physicians must also know how to use knowledge they have accumulated from a variety of sources. They express their knowledge through abilities in the wards or in ambulatory settings in order to get an accurate diagnosis and the proper management of a particular condition. In addition to that they are expected to develop ethical attitudes toward their patients, peers and the greater society. They must be committed to work, to independent learning and to rationality. To accomplish its scholarly goals medical education has to emphasize the development of adequate personal attributes, skills and habits of mind rather than the transmission of factual information. With todiay's technology all the scientific information necessary for the practice of medicine is at the fingertips through computers. Memorization is therefore an absolute nonsense in teaching. A better education involves reducing the working load and the number of lecture hours providing students and residents with sufficient unscheduled time to seek out information independently and to assess their own learning. Problem-solving methods of teaching providing the formulation of multiple concurrent hypotheses, the critical analysis and evaluation of data and the application of new acquired knowledge as well as previously learned concepts to the solution of problems should be widely employed. Faculty members are guides who assist students and residents to develop analytical and critical skills. They play an important role as models through their own attitudes and actions. The humanistic dimensions of the medical profession cannot be overemphasized.

Keiy words: medical education, neurologist, resident, house-staff, role models, scientific methods.

Full text available only in PDF format.

Texto completo disponível apenas em PDF.

Aceite: 26-janeiro-1993.

Dr. Marco Aurélio Lana-Peixoto Instituto Hilton Rocha - Av. Anel da Serra 1366 - 30210-090 Belo Horizonte MG - Brasil.

1. Clawson DK. The education of the physician. Acad Med 1990, 65:84-88.
2. Dauphinee WD. Clinical education: the legacy of Osier revisited. Acad Med 1990, 65(Suppl): 68-73.
3. Dreyfus HL, Dreyfus SE. Mind over machines. New York: Free Press, 1986.
4. Eichna LW. Medical-school education, 1975-1979: a student perspective. N Engl J Med 1980, 303:727-734.
5. Eichna LW, A medical-school curriculum for the 1980s. N Engl J Med 1983, 308:18-21.
6. Federman DD. The education of medical students: sounds, alarms, and excursions. Acad Med 1990, 65:221-226.
7. Ficklin FL, Browne VK, Powell RC, Carter JE, Faculty and house staff members as role models. J Med Educ 1988, 63:392-396.
8. Flexner A. Medical education in the United States and Canada: a report to the Carnegie Foundation for the Advancement of Teaching. Bulletin N. 4. Boston, Massachusetts: Updyke, 1910.
9. Gorlin R, Zucker HD. Physicians' reactions to patients: a key to teaching humanistic medicine. N Engl J Med 1983, 308:1059-1063.
10. Irby DM. Clinical teacher effectiveness in medicine. J Med Educ 1978, 53:808-815.
11. Irby DM. Clinical teaching and the clinical teacher. J Med Educ 1986, 61 (Part 2): 35-45.
12. Kassirer JP. Teaching clinical medicine by iterative hypothesis testing: let's preach what we practice. N Engl J Med 1983, 309:921-923.
13. Lana-Peixoto MA. A residência médica e o título de especialista em neurologia: a visão da Academia Brasileira de Neurologia. Arq Neuropsiquiatr 1989, 47:503-505.
14. Lana-Peixoto MA. O neurologista e a literatura médica: o processo de educação interminável. Arq Neuropsiquiatr 1992, 50:244-252.
15. Martin JB. Training physician-scientists for the 1990s. Actad Med 1991, 66:123-129.
16. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990, 65(Suppl):63-67.
17. Miller S. Physicians for the twenty-first century: report of the project panel on the general professional education of the physician and college preparation for medicine. J Med Educ 1989, 59(Part 2): 1-31.
18. Miller S. Emerging perspectives on the general professional education of the physician. J Med Educ 1989, 59(Part 2):59-74.
19. Schimidt HG, Norman GR, Boshuizen HPA. A cognitive perspective of medical expertise: theory and implications. Acad Med 1990, 65:611-621.
20. Schroeder SA. Expanding the site of clinical education: moving beyond the hospital walls, J Gen Intern Med 1988, 3(Suppl):55-64.
21. Shapiro HT. Medical education and the university. J Med Educ 1986, 61:81-91.
21. Small PA. Consequences for medical education of problem-solving in science and medicine. J Med Educ 1988, 63:848-853.
23. Stemmler EJ. Medical education: is it? J Med Educ 1988, 63:81-91.
24. Weldon W. Why the dinosaurs died: extinction or evolution? J Med Educ 1987, 62: 109-115.

A Formação do neurologista para o século XXI

The education of neurologists for the 21st century

Datas de Publicação

Publicação nesta coleção
19 Jan 2011
Data do Fascículo
Set 1993

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] 1. Clawson DK. The education of the physician. Acad Med 1990, 65:84-88.

[2] 2. Dauphinee WD. Clinical education: the legacy of Osier revisited. Acad Med 1990, 65(Suppl): 68-73.

[3] 3. Dreyfus HL, Dreyfus SE. Mind over machines. New York: Free Press, 1986.

[4] 4. Eichna LW. Medical-school education, 1975-1979: a student perspective. N Engl J Med 1980, 303:727-734.

[5] 5. Eichna LW, A medical-school curriculum for the 1980s. N Engl J Med 1983, 308:18-21.

[6] 6. Federman DD. The education of medical students: sounds, alarms, and excursions. Acad Med 1990, 65:221-226.

[7] 7. Ficklin FL, Browne VK, Powell RC, Carter JE, Faculty and house staff members as role models. J Med Educ 1988, 63:392-396.

[8] 8. Flexner A. Medical education in the United States and Canada: a report to the Carnegie Foundation for the Advancement of Teaching. Bulletin N. 4. Boston, Massachusetts: Updyke, 1910.

[9] 9. Gorlin R, Zucker HD. Physicians' reactions to patients: a key to teaching humanistic medicine. N Engl J Med 1983, 308:1059-1063.

[10] 10. Irby DM. Clinical teacher effectiveness in medicine. J Med Educ 1978, 53:808-815.

[11] 11. Irby DM. Clinical teaching and the clinical teacher. J Med Educ 1986, 61 (Part 2): 35-45.

[12] 12. Kassirer JP. Teaching clinical medicine by iterative hypothesis testing: let's preach what we practice. N Engl J Med 1983, 309:921-923.

[13] 13. Lana-Peixoto MA. A residência médica e o título de especialista em neurologia: a visão da Academia Brasileira de Neurologia. Arq Neuropsiquiatr 1989, 47:503-505.

[14] 14. Lana-Peixoto MA. O neurologista e a literatura médica: o processo de educação interminável. Arq Neuropsiquiatr 1992, 50:244-252.

[15] 15. Martin JB. Training physician-scientists for the 1990s. Actad Med 1991, 66:123-129.

[16] 16. Miller GE. The assessment of clinical skills/competence/performance. Acad Med 1990, 65(Suppl):63-67.

[17] 17. Miller S. Physicians for the twenty-first century: report of the project panel on the general professional education of the physician and college preparation for medicine. J Med Educ 1989, 59(Part 2): 1-31.

[18] 18. Miller S. Emerging perspectives on the general professional education of the physician. J Med Educ 1989, 59(Part 2):59-74.

[19] 19. Schimidt HG, Norman GR, Boshuizen HPA. A cognitive perspective of medical expertise: theory and implications. Acad Med 1990, 65:611-621.

[20] 20. Schroeder SA. Expanding the site of clinical education: moving beyond the hospital walls, J Gen Intern Med 1988, 3(Suppl):55-64.

[21] 21. Shapiro HT. Medical education and the university. J Med Educ 1986, 61:81-91.

[22] 21. Small PA. Consequences for medical education of problem-solving in science and medicine. J Med Educ 1988, 63:848-853.

[23] 23. Stemmler EJ. Medical education: is it? J Med Educ 1988, 63:81-91.

[24] 24. Weldon W. Why the dinosaurs died: extinction or evolution? J Med Educ 1987, 62: 109-115.