Estratégias para o ensino de filosofia na graduação médica

Contemporary medical thought is guided by scientific rigor, which, although fundamental, does not encompass many of the subtleties, doubts, and ambiguities of clinical practice. Philosophical education in medical undergraduate programs, still underexplored in specialized literature, can contribute in this regard. This study aims to develop a pedagogical proposal for teaching philosophy in medical undergraduate programs, focusing on its main fields: ontology, epistemology, and ethics. A six-step curriculum design methodology was employed, with emphasis on the first four steps: assessment of general needs, assessment of specific needs, establishment of goals and objectives, and proposal of educational strategies. The proposal was grounded in primary sources (interviews with professors) and secondary sources (literature review). The interviews were subjected to thematic content analysis. The general needs of the curriculum include multidisciplinary, student-centered, problem-based teaching, occurring in both classroom and practical settings, and permeating the entire curriculum. Specific needs consist of promoting critical education free from epistemic bias, using engaging teaching strategies, faculty training, and recognizing learning opportunities in practical scenarios. The curriculum's goals and objectives are measurable and were based on the findings from previous stages. The described educational strategies include a curricular course, a model for didactic sessions in practical settings, and a proposal for longitudinal training.