ABSTRACT
Propósito/Contexto. Este artículo tiene como propósito indagar sobre la enseñanza universitaria de la ética, en ciencias de la salud, a través de una serie televisiva. Las experiencias formativas en esta área suelen enfocarse en la práctica profesional futura a través de casos clínicos breves, dejando relegado el ámbito educativo. Metodología/Enfoque. La metodología utilizada es mixta. Se toma como antecedente la herramienta REST para la evaluación de la sensibilidad ética a partir de la detección de elementos dilemáticos en un audiovisual y se realiza una experiencia de innovación docente con un fragmento de la serie Merlí donde se relata un caso de deshonestidad académica. Los estudiantes debían delimitar las situaciones dilemáticas del fragmento y articularlas con el código de ética universitario. El estudio incluye elementos cuantitativos de la detección de situaciones y principios éticos, y elementos cualitativos de análisis de contenido. Resultados/Hallazgos. Los resultados son, por un lado, la identificación de todas las situaciones del fragmento, focalizándose en mayor medida en aquellas que tienen como protagonistas a los docentes y, además, en las que implican una transgresión explícita de las normas. Los estudiantes pueden identificar situaciones dilemáticas pero les resulta más complejo vincularlas a los principios éticos. Discusión/Conclusiones/Contribuciones. La contribución principal del artículo es la advertencia sobre la relevancia de la aplicación y la reflexión sobre la ética en el ámbito universitario, a la vez que se destaca la utilidad del cine y las series televisivas en experiencias de innovación pedagógica en ética y bioética.
Purpose/Context. The purpose of this article is to investigate the university teaching of ethics in health sciences through a TV series. Training experiences in this area usually focus on future professional practice through brief clinical cases, leaving the educational field relegated. Methodology/Approach. The methodology used is mixed. The REST tool for the evaluation of ethical sensitivity is taken as an antecedent from the detection of dilemmatic elements in an audiovisual and an experience of teaching innovation is carried out with a fragment of the TV series Merlí where a case of academic dishonesty is reported. The students had to define the dilemmatic situations of the fragment and articulate them with the university code of ethics. The study includes quantitative elements of detection of situations and ethical principles, and qualitative elements of content analysis. Results/Findings. The results are, on the one hand, the identification of all the situations of the fragment, focusing more on the fact that they have teachers as protagonists, and also, those that imply an explicit transgression of the norms. Students can identify dilemmatic situations but find it more complex to link them to ethical principles. Discussion/Conclusions/Contributions. The main contribution of the article is to note the relevance of the application and the reflection on ethics in the uni-versity environment, while highlighting the usefulness of cinema and television series in experiences of pedagogical innovation in ethics and bioethics.
Purpose/Context. The purpose of this article is to investigate the university teaching of ethics in health sciences through a TV series. Training experiences in this area usually focus on future professional practice through brief clinical cases, leaving the educational field relegated. Methodology/Approach. The methodology used is mixed. The REST tool for the evaluation of ethical sensitivity is taken as an antecedent from the detection of dilemmatic elements in an audiovisual and an experience of teaching innovation is carried out with a fragment of the TV series Merlí where a case of academic dishonesty is reported. The students had to define the dilemmatic situations of the fragment and articulate them with the university code of ethics. The study includes quantitative elements of detection of situations and ethical principles, and qualitative elements of content analysis. Results/Findings. The results are, on the one hand, the identification of all the situations of the fragment, focusing more on the fact that they have teachers as protagonists, and also, those that imply an explicit transgression of the norms. Students can identify dilemmatic situations but find it more complex to link them to ethical principles. Discussion/Conclusions/Contributions. The main contribution of the article is to note the relevance of the application and the reflection on ethics in the university environment, while highlighting the usefulness of cinema and television series in experiences of pedagogical innovation in ethics and bioethics.
Subject(s)
Codes of Ethics , Creativity , Methodology as a Subject , Motion PicturesABSTRACT
O texto apresenta uma experiência de formação na Humanização com referenciais do apoio institucional. Na formação foram propostas diretrizes político-metodológicas: (i) tomar a rede do Sistema Único de Saúde (SUS) como o espaço concreto das relações de trabalho e produção de subjetividades, induzindo-se a pensá-la em sua capacidade autônoma (ii) compreendendo o apoio institucional como estratégia de se entremear nos movimentos de tal rede, potencializando a sua condição de autonomia e (iii) concebendo o processo formativo como estratégia de colocar em análise os modos de trabalho nessa rede, induzindo ou fortalecendo o potencial dos trabalhadores para agirem como apoiadores institucionais. Este é o produto-efeito que aqui indicamos para agregar em si os objetivos ampliados dessa atividade formativa. O curso exerceu função de grupalidade, aqueceu redes, mas não é um processo finalizado, pois que acompanha a vida na variação que lhe é própria...
This paper presents an education experience relating to humanization within the framework of institutional support. In this process, the following political-methodological guidelines were proposed: (i) to take the Brazilian Health System (SUS) network to be a concrete space for labor relations and production of subjectivities, thus leading to thinking of it in its autonomous capacity; (ii) to include institutional support as a strategy for interspersing in the movements of this network, thus enhancing its state of autonomy; and (iii) to conceive of the education process as a strategy for placing the ways of working within this network under analysis, thus inducing or strengthening the potential for workers to act as institutional supporters. This is the end product that we indicate here in order to add extended objectives to this education activity. The course had a group strengthening function and fostered networks, but this is not a finished process, since it follows the course of life, with its intrinsic variations...
El texto presenta una experiencia de formación en la Humanización con referencias de apoyo institucional. En la formación se propusieron directrices político-metodológicas: (i) tomar la red del Sistema Brasileño de Saúde (SUS) como el espacio concreto de las relaciones de trabajo y producción de subjetividades, induciéndose a pensarla en su capacidad autónoma (ii) incluyendo el apoyo institucional como estrategia de incluirse en los movimientos de la referida red, potencializando su condición de autonomía y (iii) concibiendo el proceso formativo como estrategia para analizar los modos de trabajo de esa red, induciendo o fortaleciendo el potencial de los trabajadores para actuar como apoyadores institucionales. Este es el producto-efecto que indicamos aquí para agregar en si los objetivos ampliados de esa actividad formativa. El curso ejerció función de formación de grupo, intensificó redes, pero no es un proceso finalizado, puesto que acompaña a la vida en la variación que le es propia...