Complexificação e aprendizagem na prática de semiologia médica.

Abstract

Thinking the learning process in a doctor-patient relationship is the main theme of this dissertation, having as the main goal to understand the complex learning process of the medical student during the practical activities in a adult unity of a learning hospital in the area of semiology. The epistemological assumptions that give support to this work come from the studies by Humberto Maturana and Francisco Varela who have showed that the learning among the human beings happens in the core of dialogical relationships, in this case the doctor-patient relationship. Edgar Morin, in a similar approach, emphasizes that in the complex theory the learning emerges in the interwoven of the complexes nets thought circular interactions, not existing therefore linear causality but recursively in the doctor-patient relationship. From the basic structure I constructed the central question of the research: How the doctor-patient relationship of the medical student with the patient in the hospital during the development of the practical activities in an environment of constructive disturbances can evolve toward a complex learning process that integrates all the dimensions of the subject? The empirical context of the research that originated this research was an unity of adults admission with around 64 beds of a general hospital at Santa Cruz do Sul - RS. The select students were 6 subjects from the third semester of the medical course Semiology I discipline to participate of the investigative process. The research was qualitative and the methodology was applied thought semi-structured interviews and observations that were emerged among the subjects in a process of doctor-patient relationship. The analysis of the data was done with the theoretical markers chosen due to theirs operatory feature. It was evident that the students lived a significative process of learning in medical semiology, having the doctor-patient relationship as guiding thread, promoting affective and cognitive changes from the structural coupling among the semiology student with the patient, occurring then the interaction being/living/ knowing/ transforming.