Abstract
The medical school has the purpose of comprehensively training competent undergraduate students by developing their knowledge, skills and attitudes. However, the best way to teach them attitudes has not yet been established, and many schools delegate this mission to humanistic disciplines. There are few reports regarding the influence of humanism on the development of attitudes, fact that increases the difficulty in integrating humanistic themes to teaching purposes in health. The current paper analyzes the influence of Carl Rogers’ humanistic conception on the attitudes of a sample comprising medical school students from the Federal University of Santa Maria, under five dimensions (knowledge, ambience, ethical, social and belief). The results showed that the Rogerian intervention significantly influenced the development of positive attitudes within the “belief” dimension. There was increase in the attitude score in all dimensions, showing positive tendency between the beginning and end of the study. The students whose profile showed positive attitudes in all dimensions were from the female gender, whose fathers and mothers had higher education degree. These students also used books and journals as complementary source of studies and dedicated a time equal to or greater than six hours per week to study. It can be concluded that Carl Rogers’ humanistic principles may be properly used without causing discomfort or threat to both the students and the teacher. The student-centered teaching is not a method or a theory, but a style in the teacher-student relationship, in which the formative aspect outweighs the informative one.
Highlights
Society expects undergraduate degree egresses to exert their profession by integrating certain competencies, such as technical and scientific knowledge, skills, attitudes, behaviors and continuous professional development (Epstein & Hundert, 2002: p. 227; Passi et al, 2010: p. 19)
Attitudes always include an evaluative dimension in a particular direction, and they may be expressed through a sense of positive or negative satisfaction, such as I like/do not like it or I agree/disagree with it
A positive attitude approaches the individual to an object or issue, and it is considered when the individual favorably responds to socially accepted standards inherent to the knowledge of a particular skill and/or professional practice (Eagly, 1992: p. 694; Wolf et al, 1989: p. 19)
Summary
Society expects undergraduate degree egresses to exert their profession by integrating certain competencies, such as technical and scientific knowledge, skills, attitudes, behaviors and continuous professional development (Epstein & Hundert, 2002: p. 227; Passi et al, 2010: p. 19). Society expects undergraduate degree egresses to exert their profession by integrating certain competencies, such as technical and scientific knowledge, skills, attitudes, behaviors and continuous professional development Definition is not always consensual, an attitude may be understood as a “predisposition or tendency of an individual or a particular social group to think, feel and act in different degrees of intensity and acceptance in order to respond in an organized, directed and consistent way to a certain object or issue.” A positive attitude approaches the individual to an object or issue, and it is considered when the individual favorably responds to socially accepted standards inherent to the knowledge of a particular skill and/or professional practice A positive attitude approaches the individual to an object or issue, and it is considered when the individual favorably responds to socially accepted standards inherent to the knowledge of a particular skill and/or professional practice (Eagly, 1992: p. 694; Wolf et al, 1989: p. 19)
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