Acadêmicos de medicina e suas concepções sobre "ser Médico" / Medical students and their ideas about "becoming a Doctor"

RESUMO

O objetivo deste trabalho foi identificar expectativas, preconceitos e sentimentos experimentados por acadêmicos de Medicina em relação à sua vivência no curso da Universidade Estadual de Maringá (PR). Foi analisado o depoimento escrito de 73 alunos da disciplina Saúde Pública, da quarta série, que responderam duas questões abertas no primeiro dia de aula. Pretendia-se conhecer o pensamento desses alunos sobre a formação e a profissão médica antes de entrarem no curso e na quarta série. Da leitura inicial, emergiram cinco categorias a amizade e o coleguismo como fundamentos no curso; docência médica; a escola e o desenrolar do curso; o médico e a profissão; impressões sobre si mesmo. O resultado indica que a idealização do ingresso foi derrotada; no quarto ano, os alunos entendem melhor o curso; continuam comprometidos e preocupados com a formação e levam para o internato a expectativa de um aprendizado conciliador. Embora mais maduros e satisfeitos com a escolha, foram identificados acadêmicos que não encontraram estratégias para lidar com as adversidades do curso.

ABSTRACT

The aim of this study was to identify expectations, prejudices, and feelings among medical students in relation to their experience in medical school at the State University in Maringá, Paraná, Brazil. The study analyzed written interviews of 73 students who were currently taking the course in public health during the fourth year of undergraduate training, and who answered two open questions on the first day of classes. The idea was to examine the students'thoughts about medical training and the medical profession before they started the fourth year. Five categories emerged from the initial reading of the answers friendship and camaraderie as foundations during the course; medical teaching; the medical school and development of the course; physicians and the profession; and self-impressions. The results indicate that idealization of successful entry into medical school had already waned; by the fourth year, students had a better grasp of the course; they were still committed to and concerned with their training; and they were ready to enter internship with expectations of a conciliatory learning process. Although they were more mature and satisfied with their choice, the study identified students who had still failed to find strategies to deal with the adversities of medical school.