ABSTRACT
Um dos campos de atuação dos profissionais de saúde é a Atenção Básica (AB). A presença de diferentes formações profissionais dentro da AB e a articulação entre esses profissionais é fundamental para a integralidade da assistência prestada à população. As práticas colaborativas e a integralidade do cuidado são habilidades essenciais e comuns a to-dos os profissionais que atuam na AB e na Estratégia de Saúde da Família. Para a Organização Mundial de Saúde (OMS) a Educação Interprofissional em Saúde ocorre quando estudantes e/ou profissionais de duas ou mais áreas aprendem com o outro, sobre o trabalho do outro, e entre si, visando trazer benefícios aos pacientes. Dessa forma, este relato de experiência tem como objetivo relatar a experiência oriunda das atividades de ensino realizadas no estágio acadêmico dos alunos do 7º e 8º períodos do curso de Fisioterapia da Universidade de Ribeirão Preto (UNAERP). As atividades foram desenvolvidas em parceria com as Equipes de Saúde da Família da Unidade Dr. Vinício Plastino, na cidade de Ribeirão Preto, no período de fevereiro de 2018 a dezembro de 2019. Tais atividades são resultantes da implementação de um estágio que tem como foco a atuação do profissional de fisioterapia na AB. Dentro dessa unidade atuaram conjuntamente estudantes dos cursos de Medicina, Farmácia e Fisioterapia. Após o reconhecimen-to do território e da dinâmica da Equipe de Saúde da Família local, o grupo de estagiários iniciou um trabalho de educação em saúde com ações planejadas de forma interprofissional e colaborativa. A partir da percepção das ne-cessidades de saúde da população, foram alinhadas às práticas da disciplina aquelas ações que a equipe realiza no território - cadastramento individual e familiar, territorialização, visita domiciliar e grupos de educação em saúde; acrescidas por aquelas de promoção da saúde específicas da fisioterapia. A experiência no território permitiu: ampliar a vivência dos discentes na ESF, possibilitando a observação e a reflexão sobre o trabalho em equipe nesse contexto; e sensibilizar os acadêmicos para as necessidades em saúde da população e discutir essas necessidades a partir da educação em saúde. Através da vivência, os estudantes da fisioterapia, juntamente com a equipe e alunos de outros cursos da área da saúde puderam redimensionar a importância e a complexidade do trabalho interprofissional na APS e, juntos, desenvolver ou aprimorar habilidades essenciais à sua profissão. (AU)
One of the fields of action of health professionals is Primary Health Care (PHC). The presence of different professional formations within PHC and the articulation between these professionals is fundamental for the integrality of the assistance provided to the population. Collaborative practices and comprehensive care are essential skills common to all professionals working in PHC and the Family Health Strategy. For the World Health Organization (WHO), Interprofessional Health Learning occurs when students and/or professionals from two or more areas learn from each other, about the work of the other, and from each other, aiming to bring benefits to patients. Thus, this expe-rience report aims to report the experience arising from teaching activities carried out in the academic internship of students from the 7th and 8th terms of the Physiotherapy course at Universidade de Ribeirão Preto (UNAERP). The activities were developed in partnership with the Family Health Team of Unit Dr. Vinício Plastino, in Ribeirão Preto, from February 2018 to December 2019. Such activities result from the implementation of an internship that focuses on the professional's performance of physiotherapy at PHC. Within this unit, students from the Medicine, Pharmacy, and Physiotherapy courses worked together. After recognizing the territory and the dynamics of the local Family Health Team, the group of interns started a health education work with actions planned in an interprofessional and collaborative way. Based on the perception of the population's health needs, those actions that the team performs in the territory were aligned to the discipline practices - individual and family registration, territorialization, home visits, and health education groups; added by those of health promotion specific to physical therapy. The experience in the territory allowed: expanding the students' experience in the FHS, enabling observa-tion and reflection on teamwork in this context; and sensitizing academics to the health needs of the population and discussing these needs through health education. Through experience, physiotherapy students, along with the team and students from other courses in the health area, could resize the importance and complexity of interprofessional work in PHC and, together, develop or improve skills essential to their profession. (AU)
Subject(s)
Patient Care Team , Primary Health Care , Physical Therapy Modalities/education , Physical Therapy Modalities/history , Interprofessional EducationABSTRACT
RESUMEN: El término Kinesiología y sus implicancias, tanto en la formación como en la delimitación de su objeto de estudio, exhibe una consistencia interna derivada de su raíz etimológica y de su precisión lingüística. En su trayectoria histórica ha derivado a una polisemia interpretativa que no está exenta de errores e incongruencias. Lo anterior, se evidencia al analizar el término Kinesiología cuando se considera: la región geográfica, la aplicación en contextos de reflexión o de acción, las organizaciones que lo adoptan y si las palabras que la componen efectivamente describen la acción profesional o disciplinar que la justifica. En este contexto, el objetivo de esta investigación fue analizar el término Kinesiología en su aspecto histórico, para recomponer sus implicancias en la formación profesional y la pertinencia que determina los lineamientos del fenómeno del cual se hace cargo. Kinesiología proviene del griego, kլvησiολογլα y significa estudio del movimiento. Desde el punto de vista histórico, la relación entre movimiento y cuerpo humano se tardó más de mil años, originándose con Aristóteles y finalizando con Giovanni Alfonso Borelli. Posteriormente, el desarrollo de la disciplina está ligado a tres grandes movimientos, el sueco, el francés y el norteamericano. La Escuela Sueca que lideró Per Henrik Ling en el Real Instituto Central de Gimnasia (RICG), materializada por Branting y Georgii entre 1828 y 1854, a través del término Kinesiologi primero y kiné-sithérapie después, declaran como una nueva ciencia del movimiento que abarcaba los principios de un desarrollo preciso y armonioso del cuerpo humano. Paralelamente, en Francia Nicolás Dally, publicó en 1857 su magnun opus "Cinesiologie ou science du movement" declarando la ilegitimidad de la fisioterapia y la kinesiterapia para dosificar el ejercicio. Finalmente, Nils Posse acuñó por primera vez el término "Kinesiología" en Norteamérica en su publicación de 1886 titulada: "Modification of the Swedish system of gymnastics to meet American conditions". En Chile, la evolución de estos conceptos fue interiorizada desde 1920 por Joaquín Cabezas García, quien fuera el impulsor del cultivo de la Kinesiología en el Instituto de Educación Física, dotando desde su génesis a los profesionales que se formaban en docencia, con un claro concepto epistemológico de la ciencia del movimiento humano, a través de la inclusión de esta disciplina en sus planes de estudio.
SUMMARY: An internal consistency is derived from the term Kinesiology's etymological root and its linguistic precision, when taking into consideration the implications of the term, both in education as well as its definition. Historically, this has led to an interpretative polysemy fraught with errors and inconsistencies. This becomes evident more so, when the term Kinesiology is analyzed, taking into consideration geographical regions, its application in reflection or action contexts, organizations that make use of it, and whether words used actually describe the professional or the discipline action that justifies the term. In this context, the objective of this research was to analyze the term Kinesiology in its historical aspect, to reconstruct its implications in professional training and the relevance that determines the guidelines of the phenomenon for which it is responsible. The term Kinesiology originates from Greek kլvησiολογլα meaning the study of movement. From the historical point of view, the relationship concept between movement and the human body has taken more than a thousand years, beginning with Aristotle and ending with Giovanni Alfonso Borelli. Subsequently, the development of this discipline is linked to three major movements: The Swedish, the French and the American. The Swedish School led by Per Henrik Ling at the Royal Central Institute of Gymnastics (RICG), materialized by Branting and Georgii between 1828 and 1854, through the term Kinesiologi first and kinésithérapie later, was declared as a new science of movement that encompassed the principles of a precise and harmonious development of the human body. At the same time, in France, Nicolas Dally, published in 1857 his magnum opus "Cinesiologie ou science du movement" declaring the irregularity of physiotherapy and kinesitherapy to dose exercise. Finally, Nils Posse conceived the term "Kinesiology" for the first time in North America in his 1886 publication entitled: "Modification of the Swedish system of gymnastics to meet American conditions". In Chile, evolution of these concepts was assimilated by Joaquín Cabezas García in 1920, the driving force behind the cultivation of Kinesiology at the Institute of Physical Education, providing the professionals who were trained in teaching, with a clear epistemological concept of the science of human movement, by including this discipline in their study plans.
Subject(s)
Humans , History, 19th Century , History, 20th Century , Physical Therapy Modalities/history , Terminology as Topic , MovementABSTRACT
Trata-se de estudo qualitativo de abordagem sócio histórica que objetivou compreender os aspectos históricos da formação educacional em fisioterapia no Brasil, no período de 1979 a 1992. Na coleta de dados utilizou-se o método de história oral temática e análise documental. Da análise de conteúdo temática, a partir do referencial teórico de Eliot Freidson, emergiram as categorias: A influência da medicina na formação educacional do fisioterapeuta; O estágio curricular como o princípio da formação educacional do fisioterapeuta especialista. Os resultados demonstram que o corpo de conhecimentos da fisioterapia sofreu forte influência da medicina, tendo como consequências, a formação do fisioterapeuta especialista. Em contrapartida, o ensino voltado à prevenção de agravos de saúde foi pouco abordado na formação dos pioneiros na profissão. É fundamental perceber que as duas características, ser generalista e especialista, podem estar presentes simultaneamente no mesmo profissional. Para tanto, o fisioterapeuta deve compreender em quais cenários de prática será o melhor momento para atuar de uma forma ou de outra.
Subject(s)
History, 21st Century , History of Nursing , Physical Therapy Modalities/historyABSTRACT
A fisioterapia oncológica precoce vem desempenhando um importante papel na prevenção e minimização dos efeitos adversos do tratamento do câncer de mama, que acomete um grande número de mulheres. A fisioterapia reduz os riscos de complicações e pode restaurar a integridade cinético-funcional de órgãos e sistemas. A fisioterapia oncológica, ao enfatizar os caminhos da prevenção, tem ampliado a atuação do fisioterapeuta e consolidado seu espaço legítimo no campo médico, complementando as habilidades e competências adquiridas nos últimos anos. A prevenção de problemas e a promoção da saúde estão hoje entre as principais atribuições do fisioterapeuta e devem estar presentes em todas as fases do câncer de mama, do diagnóstico ao tratamento e aos cuidados paliativos.
Early oncology physical therapy has played a vital role in preventing and minimizing the side effects of treatment for breast cancer, a disease that strikes a large number of women. Physical therapy reduces the risks of complications and can restore the kinetic and functional integrity of organs and systems. With this emphasis on means of prevention, oncology physical therapy has expanded the professional activities of physical therapists and added to their required skill set in recent years, thereby reinforcing the field's legitimate space within medicine. One of a physical therapist's main duties today is to prevent problems and promote good health, and this service should be offered during all phases of breast cancer, from diagnosis through treatment and palliative care.
Subject(s)
Humans , Female , Breast Neoplasms/history , Breast Neoplasms/prevention & control , Physical Therapy Modalities/history , Palliative Care , Brazil , Public Health/historyABSTRACT
It is a one-sided view to find the greatness of Hippocrates just in seeking after scientific medicine(medicina scientia) and sublating superstitious treatment. The scientific medicine did not begin with him, and the succeeding generations of him were not one and the same in opinions. For example, there were the confrontations between the school of Kos and that of Knidos in the very age of Hippocrates, as well as the opposition of rationalism and empiricism. The school of Kos was alleged to succeed the tradition of Hippocrates, taking into consideration individual physical conditions and being based on the principle of various clinical methods of physical therapy assuming chronical extension. On the contrary, the school of Knidos tended to define the diseases in simple aspects, paying no much attention to the difference of physical conditions and developmental stages of illness. Futhermore, the latter grasped the diseases rather in the point of individual organs than the disorder of physical state of the body. It can be said that the anatomical knowledge was more useful for the school of Knidos. The difference between the two schools can also be found in what purpose the medicine sought after. While Hippocrates attached much importance to physical therapy and made the people including the poor as object of medical treatment. there were doctors in no small number, we can suppose, in pursuit of money, power, worldly glory. As time passed, however, the two schools gradually got similar to each other, the difference of them reduced as well as the tradition of Hippocrates faded. The opposition between rationalism and empiricism in the Hellenistic Age shared, in some aspect, the difference of Kos and Knidos. According to Celsus, the conflict between rationalism and empiricism did not refer to pharmacy or anatomy, but just to diet. The rationalism materialized various methods of therapy considering environmental elements as well as individual physical conditions, but the empiricism in reality tended to expedite simplification of treatment. This tendency of simplification of the latter corresponded to the contemporary need of society, that is, speedy and effective treatment for the wounded in war or for epidemic in the army, farms of collective labour or much crowded cities. The bigger the groups were, the more the methods of treatment got simplified, individual conditions not much accounted. Then, the empiricism came to be united with anatomy, as the anatomy, being much developed in the process of curing the wounded in war, goes with simplification of medical treatment in the hospital of large scale. It can be said that the origin of simplified definition of diseases goes back far to the school of Knidos. On the other hand, in Hippocrates the drugs were in contrast to the diet. While the diet was to help health and rehabilitate physical conditions, the drugs were to result in strong effects of change. The drugs like as poison, eye-salve, ointment were to be made use f for rapid, effective change of physical state or for the treatment of a concrete, limited part of the body, These drugs were also much developed in the Hellenistic Age of the state of chronic war. In initial stages, the toxical drugs as well as the anatomy and surgical operations must have been developed on peaceful purpose, such like as 'theriaca' detoxicating(antidoting) animal's poison, or for easing childbirth. With the increasement of social inequality and unexhausted human desire, however, the toxical drugs or anatomical knowledges got to be used for undesirable purposes. Thus, we can not estimate Hippocrates simply in the point whether he developed scientific medicine or not. The great fame of Hippocrates could be found rather in his method of medical treatment as well as the principle of medicine, as he believed that the medicine should not be exploited for worldly power or wealth but for the convenience of all the people. He pursued healthy life matching to natural state(physis) and took much account of different physical states of individual to embody various methods of treatment, which presupposed chronic delay. The opposite to the Hippocratic medicine is called for the wounded by war, or the collective labourer of large farm with intensive labour exploitation. The medical treatment for them assumed anatomical surgery and drugs of rapid, strong effect.