TO DEVELOP EMPATHY IN THE TUTORIAL GROUP: KEY PIECE TO MINIMIZE MEDICINE STUDENT STRESS

• DOI: 10.22533/at.ed.55822722220810

• Palavras-chave: Empathy. Stress. Learning. problem-based learning

• Keywords: Empathy. Stress. Learning. problem-based learning

• Abstract:

  Most medical students have moderate to severe stress levels. The tutor plays a significant role in reducing this stress. This study reports the experience lived in the tutorial group (TG) with students of the second semester of medicine of a private university in Fortaleza-Ceará-Brasil, between 2016-1 to 2018-1. At the beginning of each resolution session, 10-15 minutes were allocated to a non-mandatory activity called the “vent moment”, when they could expose their difficulties and feelings experienced and suggest improvements in the group dynamics. The experience report was based on the reading of 42 emails sent by students at the end of each semester. Before the GTs' resolutions, feelings such as pressure, fear, anguish and distress were mentioned by most students, due to the difficulties faced and the exposure of their deficiencies. On the other hand, other feelings emerged after the “vent moment”, which strengthened the union and teamwork. Empathy was mentioned by most of them, as they understood that their difficulties were also shared by their colleagues. The relaxed and informal conversation also strengthened other values, such as humility and caring for others. The informal conversation in the opening minutes of each tutoring session allowed the students, through the sharing of feelings and difficulties, to create empathy between the components of the group and, thus, reduce stress and facilitate learning.

• Número de páginas: 8