Epistemological discussion of scientific production for post-graduation programs in the reproductive health area

The article presents preliminary research results, which understand that the consequences of the complex relation production (research)/spreading (education)/use (consumption) reproduce the dominant Newtonian-Cartesian thought in the academic context. The aim is to identify the level of epistemological discussion in theses of post-graduation programs in São Paulo universities (only theses from Unicamp have been analyzed so far), electing the production in Gynecology, Obstetrics and Mastology. The selection was based on chronology (the most updated), and randomized choice of methodological research type. Through hermeneutic analysis and saturation criteria, four categories were hypothetically searched - view of person, health, ethics and science. The works have little or no concern with epistemological reflections. The structure of methodological aspects presents formal concerns in most cases, in a disciplinary and rationalist perspective, what impedes the concretization of academic actions that value the trans-disciplinary approach.Este artigo apresenta resultados preliminares de pesquisa, que entende que as conseqüências da complexa relação produção (pesquisa) / divulgação (ensino) / utilização (consumo) reproduzem o modelo de pensamento newtoniano-cartesiano dominante no contexto acadêmico. Objetiva-se identificar o nível de discussão epistemológica existente nas teses de programas de pós-graduação das universidades estaduais paulistas (até o momento, analisaram-se teses da UNICAMP), com eleição da produção em Ginecologia, Obstetrícia e Mastologia. A seleção foi feita a partir do critério cronológico (as mais atuais), optando-se pela aleatoriedade quanto ao tipo metodológico das pesquisas. Através da análise hermenêutica e do critério de saturação, investigaram-se quatro categorias hipoteticamente demarcadas - visão de pessoa, saúde, ciência e ética. Constatou-se que os trabalhos apresentam reduzida ou inexistente preocupação com reflexões epistemológicas. Os aspectos metodológicos são estruturados mantendo, quase que exclusivamente, preocupações protocolares numa perspectiva disciplinar e racionalista, o que inviabiliza a concretização de dinâmicas acadêmicas valorizadoras do enfoque transdisciplinar.32134

“Speed up”! The Influences of the Hidden Curriculum on the Professional Identity Development of Medical Students

Purpose To map and understand the influences of the hidden curriculum on the professional identity development of medical students based on the socialization process as proposed by Cruess et al. in a South American medical school. Method Between 2014 and 2016, the authors performed 13 focus groups interviews with a total of 102 final-year medical students in Brazil and analyzed the data using thematic template analysis. Results The authors identified three domains through which the hidden curriculum influences professional identity formation: (1) Speeding up - Repetition without reflection ends in a lack of awareness of professional identity formation; (2) Emotional dissonance in the context of negative role modeling; and (3) the conflict between personal and professional life. Discussion As teachers “Speed up” the clinical encounters, acting as negative role models, students internalized behaviors without reflecting on their attitudes, which culminates in a state of dissonance between the physician they wanted to be and the professionals they actually are, triggering feelings of shame and guilt. Without feeling the rewards that a meaningful practice can provide, students struggled with the idea of sacrificing themselves to become physicians. Physicians/teachers who did not have a meaningful relationship with their profession, who did not cultivate the values and virtues of good medicine and did not found joy in being a physician were not able to nurture meaning and fulfillment in their students. The concepts of socialization and professional identity formation fit the purpose of grounding the local understanding of the several components of the hidden curriculum. The authors believe that this map can be used as a guide to design targeted pedagogical activities