2018, Number 2
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ABSTRACTIn medicine objective knowledge is considered scientific and valuable, while subjective information is seen as of second importance. Regarding the teachers, the challenge for searching better teaching techniques is as old as the evolution of the generations of students, meaning the evolution of the human being itself and the evolution of time. Unlike a few decades ago, information today is available in our hands and at all times. And it is up to the educator to guide the student about the virtual paths to look for the valuable and the best information. Thus, it is important to highlight the role of the teacher in integrating this information grounded in the real practice. The present work brings us an adaptation of the model of the four quadrants of medical knowledge, where we have: 1 (doctor), 2 (patient), 3 (health system), 4 (technique). It is perceived that medical education prioritizes knowledge of the disease (4), the social environment (3), the patient (2) and finally, the doctor's figure, and in particular in this case the student, the future professional. This is the point the authors want to underline. How can doctors know and help patients before knowing themselves? We propose, therefore, a teaching model based on quadrant 1, that is, to foster self-knowledge, reflective practice and for that using auxiliary resources like cinema, music and philosophy, usually designed as medical humanities.
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