%0 Journal Article
%T Panorama nacional do ensino da psiquiatria nas escolas m¨¦dicas brasileiras
%A Cataldo Neto
%A Alfredo
%A Pitta
%A Jos¨¦ C¨¢ssio do Nascimento
%A Brasil
%A Marco Ant£¿nio
%A Adad
%A Miguel Abib
%A Aguiar
%A Rog¨¦rio Wolf de
%A Selbach
%A Camila Ruschel
%A Belotto
%A Carolina
%A Coral
%A Cl¨¢udia Vi£¿a
%A Ramos
%A Fernanda Lia de Paula
%A Simonaggio
%A Patr¨ªcia Magali
%J Revista de Psiquiatria do Rio Grande do Sul
%D 2011
%I Scientific Electronic Library Online
%R 10.1590/S0101-81082011005000006
%X objective: to determine the profile of psychiatric teaching in brazilian medical schools, with a focus on the number of professors involved and their respective degrees, the number of disciplines devoted to psychiatry and the predominant approach (psychodynamic/clinical/other) adopted, the didactic materials employed and the teaching and learning facilities available. methods: the study was based on the collection of data via application of questionnaires at all medical schools registered with the brazilian association of medical education (associa£¿£¿o brasileira de educa£¿£¿o m¨¦dica). results: of the 119 brazilian schools contacted, 85 (71%) returned the questionnaires. the number of professors graduated in psychiatry at each school varied from 1 to 5 (75.3%); of these, 1 to 2 (43.4%) had a phd degree, 1 to 2 (45.8%) a master's degree, and 1 to 2 (57.3%) were specialists. the findings revealed that 41.2% of the schools offered two disciplines of psychiatry, with a predominantly psychodynamic/clinical approach (61.2%). at 52.9% of the schools, teaching of psychiatric topics was not restricted to the specific disciplines; 64.7% of the disciplines offered hands-on training in general clinical settings. mean number of credit hours of psychiatric teaching along the medical program was 61-90 (26.2%), and 88.9% of the programs used books as the main choice for didactic purposes. at 83.3% of the medical schools, psychiatric teaching is graded by students at the end of each discipline. conclusion: the present findings revealed an important heterogeneity in the geographic regions assessed, affecting at least 71% of the schools. new studies are warranted to advance the preliminary findings herein reported.
%K education
%K teaching
%K psychiatry.
%U http://www.scielo.br/scielo.php?script=sci_abstract&pid=S0101-81082011000100003&lng=en&nrm=iso&tlng=en