A contribuição da bioética para a fisioterapia na relação professor-aluno durante o estágio em ambiente hospitalar – prudência e vulnerabilidade

Abstract

During eight years in probation supervision area, the author experienced several bioethical dilemmas associated with teacher-student relationship that interfered with the formation of a critical and reflective professional and not just technicalities. During the eight years of experience in training supervision area, I experienced many bioethical dilemmas associated with teacher-student relationship. The consideration of these situations can contribute to the formation of a critical-reflective practitioner and not just technicalities. As a result, Bioethics is being inserted in a slow, piecemeal fashion as a subject in the curriculum of physical therapy because it provides principles and frameworks that guide reflections about dilemmas. Throughout the internship in the hospital area, beyond the basics, the references of Bioethics prudence and vulnerability are present for the establishment of a teacher student relationship humanized. The aim of this study was to verify the interference of bioethical vulnerability and prudence reference to the teacher-student relationship during the course of hospital training, as positive tools in building an ethical professional committed to the humanization of "care"; and analyze, according to the assumptions of Bioethics, the difficulties encountered by the teacher in the hospital during the stage in order to respect the vulnerability of students in Physiotherapist formation process. For preparation of this work, a systematic review of the literature from the search for articles with a qualitative approach indexed in Scielo, Medline and Lilacs have been published from 2000 to 2014 was carried out; and analyzed the observation of teaching practice of the author herself. Prudence teacher, manifested in their attitudes and dialogue, respecting thus the student's vulnerability, showing feelings such as fear, malaise, among others, leads to the development of strategies for these feelings are minimized. There is no need to belittle this student with offensive dialogue, as this is disrespectful to him as a human being and it hurts thus their dignity.