BRIDGING TEACHING AND CARE: MEDICAL PROFESSORS’ PERCEPTIONS OF THE PRESENÇAS QUE CUIDAM GUIDE – EXPERIENCE REPORT
DOI:
https://doi.org/10.56238/arev7n11-381Keywords:
Mental Health, Higher Education Teaching, Medical Education, Teacher Training, Educational ProductAbstract
The support of university students experiencing psychological distress has become an increasing challenge for faculty members, especially in emotionally demanding courses such as medicine. This experience report presents the validation of the educational product Presenças que Cuidam: Paths for Welcoming Medical Students with Possible Mental Disorders – A Guide for Professors, developed within a professional master’s program. The aim was to analyze the applicability and relevance of the Guide as a pedagogical support tool for professors in recognizing and addressing mental health issues among students. The process included sending the Guide in digital format to 34 professors from a private higher education institution in the Brazilian Midwest, administering an evaluative questionnaire, and conducting a virtual meeting for discussion and clarification. The responses were qualitatively analyzed following Bardin’s content analysis methodology, allowing the identification of perceptions, suggestions, and experiences related to the material. The results indicated broad acceptance of the Guide regarding its clarity, usefulness, and practical relevance, as well as suggestions for interactive improvements and expansion of topics. Professors emphasized its potential as a continuous education resource and its applicability to other health-related courses. The Guide thus emerges as an innovative tool for academic practice, strengthening the connection between teaching and care in medical education.
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References
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