Qualidade e adequação dos conteúdos curriculares das disciplinas de Genética e Nutrologia à nutrigenética, no curso de Medicina: percepção dos intervenientes
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2021
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A medicina hoje tem foco em resolução de doenças através do uso de medicamentos.
Sabemos da importância da mudança no estilo de vida e da individualidade biológica na
prevenção e no tratamento de doenças. Porém a Nutrologia e Genética ainda é pouco
abordada nas faculdades de Medicina. Objetivo: Melhorar o grau de interligação entre o
plano curricular do curso de Medicina, em Goiânia, e as exigências da prática profissional,
no respeitante à formação em nutrologia, genética e nutrigenética. Métodos: Optamos por
uma metodologia mista, isto é, qualitativa e quantitativa. Baseamo-nos numa abordagem
qualitativa através do inquérito por entrevista para formar um quadro de referentes, a partir
do qual se pôde estruturar um questionário (e analisar as respostas obtidas pelos alunos do
quinto e sexto ano de medicina) e, também, analisar as matrizes curriculares de medicina.
Resultados: Foi observada falha em temas pertinentes à nutrologia e genética. O ponto
mais observado foi baixa carga horária para nutrologia e pouco conteúdo de nutrologia e
genética. Apesar de ter temas pertinentes, a matriz não está melhorando a percepção dos
alunos nessas disciplinas, pois os questionários aplicados aos alunos, observou pouca
habilidade dos graduandos de medicina para orientar alimentação, bem como entendimento
em genética e nutrigenética. Conclusão: precisamos de maior valorização dos profissionais
em relação à prevenção, de mais carga horária nas matrizes curriculares e mais eventos que
promovam a saúde através da prevenção. Nesse contexto, enfatizamos a necessidade do
conteúdo de nutrologia, genética e nutrigenética estar presente na formação médica.
Palavras-chave: Nutrologia, Nutrição, Genética, Nutrigenética, Nutrigenômica
Medicine today focuses on resolving diseases through the use of medicines. We know the importance of changing lifestyle and biological individuality in the prevention and treatment of diseases. However, Nutrology and Genetics is still rarely addressed in medical schools. Our main objective is to improve the degree of interconnection between the curriculum of the medical course in Goiânia, and the requirements of professional practice, with regard to training in nutrology, genetics and nutrigenetics. Methods: We opted for a mixed methodology, that is, qualitative and quantitative. We used a qualitative approach through the interview survey to form a framework of referents, from which it was possible to structure a questionnaire (and analyze the answers obtained by students in the fifth and sixth year of medicine) and also to analyze the matrices medicine curricula. Results: Failure was observed in topics related to nutrology and genetics. The most observed point was low workload for nutrology and little content of nutrology and genetics. Despite having pertinent themes, the matrix is not improving the perception of students in these disciplines, as the questionnaires applied to students, observed little ability of medical students to guide food, as well as understanding of genetics and nutrigenetics. Conclusion: we need a greater appreciation of professionals in relation to prevention, more workload in the curricular matrices and more events that promote health through prevention. In this context, we emphasize the need for the content of nutrology, genetics and nutrigenetics to be present in medical training. Keywords: Nutrology, Nutrition, Genetics, Nutrigenetics, Nutrigenomics
Medicine today focuses on resolving diseases through the use of medicines. We know the importance of changing lifestyle and biological individuality in the prevention and treatment of diseases. However, Nutrology and Genetics is still rarely addressed in medical schools. Our main objective is to improve the degree of interconnection between the curriculum of the medical course in Goiânia, and the requirements of professional practice, with regard to training in nutrology, genetics and nutrigenetics. Methods: We opted for a mixed methodology, that is, qualitative and quantitative. We used a qualitative approach through the interview survey to form a framework of referents, from which it was possible to structure a questionnaire (and analyze the answers obtained by students in the fifth and sixth year of medicine) and also to analyze the matrices medicine curricula. Results: Failure was observed in topics related to nutrology and genetics. The most observed point was low workload for nutrology and little content of nutrology and genetics. Despite having pertinent themes, the matrix is not improving the perception of students in these disciplines, as the questionnaires applied to students, observed little ability of medical students to guide food, as well as understanding of genetics and nutrigenetics. Conclusion: we need a greater appreciation of professionals in relation to prevention, more workload in the curricular matrices and more events that promote health through prevention. In this context, we emphasize the need for the content of nutrology, genetics and nutrigenetics to be present in medical training. Keywords: Nutrology, Nutrition, Genetics, Nutrigenetics, Nutrigenomics
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Orientação: João Gouveia
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, NUTRIÇÃO, NUTRITION, GENÉTICA, GENETICS, CURRÍCULOS UNIVERSITÁRIOS, ACADEMIC CURRICULA, BRASIL, BRAZIL