SciELO - Scientific Electronic Library Online

vol.33 número1Incidência de conduta violenta e antissocial em população psiquiátrica forenseTranstornos alimentares em universitárias da área da saúde de universidade do sul do Brasil índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados




Links relacionados


Revista de Psiquiatria do Rio Grande do Sul

versão impressa ISSN 0101-8108


CATALDO NETO, Alfredo et al. An overview of the teaching of psychiatry in Brazilian medical schools. Rev. psiquiatr. Rio Gd. Sul [online]. 2011, vol.33, n.1, pp.8-13.  Epub 15-Abr-2011. ISSN 0101-8108.

OBJECTIVE: To determine the profile of psychiatric teaching in Brazilian medical schools, with a focus on the number of professors involved and their respective degrees, the number of disciplines devoted to psychiatry and the predominant approach (psychodynamic/clinical/other) adopted, the didactic materials employed and the teaching and learning facilities available. METHODS: The study was based on the collection of data via application of questionnaires at all medical schools registered with the Brazilian Association of Medical Education (Associação Brasileira de Educação Médica). RESULTS: Of the 119 Brazilian schools contacted, 85 (71%) returned the questionnaires. The number of professors graduated in psychiatry at each school varied from 1 to 5 (75.3%); of these, 1 to 2 (43.4%) had a PhD degree, 1 to 2 (45.8%) a master's degree, and 1 to 2 (57.3%) were specialists. The findings revealed that 41.2% of the schools offered two disciplines of psychiatry, with a predominantly psychodynamic/clinical approach (61.2%). At 52.9% of the schools, teaching of psychiatric topics was not restricted to the specific disciplines; 64.7% of the disciplines offered hands-on training in general clinical settings. Mean number of credit hours of psychiatric teaching along the medical program was 61-90 (26.2%), and 88.9% of the programs used books as the main choice for didactic purposes. At 83.3% of the medical schools, psychiatric teaching is graded by students at the end of each discipline. CONCLUSION: The present findings revealed an important heterogeneity in the geographic regions assessed, affecting at least 71% of the schools. New studies are warranted to advance the preliminary findings herein reported.

Palavras-chave : Education; teaching; psychiatry.

        · resumo em Português     · texto em Português     · Português ( pdf )


Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons