<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712015000300378</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v39n3e02412014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Integralidade e Interdisciplinaridade na Formação de Estudantes de Medicina]]></article-title>
<article-title xml:lang="en"><![CDATA[Comprehensive and Interdisciplinary Medical Training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Renata Newman Leite Cardoso dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Kátia Suely Queiroz Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Anjos]]></surname>
<given-names><![CDATA[Ulisses Umbelino dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Farias]]></surname>
<given-names><![CDATA[Danyelle Nóbrega de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lucena]]></surname>
<given-names><![CDATA[Eleazar Marinho de Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2015</year>
</pub-date>
<volume>39</volume>
<numero>3</numero>
<fpage>378</fpage>
<lpage>387</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712015000300378&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712015000300378&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712015000300378&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMOEste artigo objetiva investigar de que forma os alunos de Medicina est&#227;o sendo formados quanto &#224; integralidade e &#224; interdisciplinaridade. O estudo teve abordagens qualitativa e quantitativa. Inicialmente, foi realizado um grupo focal com estudantes do &#250;ltimo ano do curso de Medicina da Universidade Federal da Para&#237;ba; posteriormente, todos os estudantes matriculados no &#250;ltimo ano do curso responderam a um question&#225;rio elaborado pelos pesquisadores, com quest&#245;es sobre o perfil sociodemogr&#225;fico e estudantil, e sobre a integralidade e interdisciplinaridade na forma&#231;&#227;o m&#233;dica. As quest&#245;es avaliaram conceito, pr&#225;tica, aptid&#227;o profissional e contribui&#231;&#227;o da extens&#227;o universit&#225;ria para a integralidade e interdisciplinaridade, as quais se mostraram limitadas na forma&#231;&#227;o dos estudantes. Os resultados apontam a necessidade de priorizar a intera&#231;&#227;o entre teoria e pr&#225;tica; investir na forma&#231;&#227;o dos docentes de modo a capacit&#225;-los para atua&#231;&#227;o/ensino da integralidade e interdisciplinaridade; organizar as atividades para que possam garantir encontros em componentes curriculares obrigat&#243;rios, realizando atividades conjuntas numa perspectiva interdisciplinar; diversificar mais os cen&#225;rios de pr&#225;tica, para que contemplem a integralidade no cuidado e a atua&#231;&#227;o interdisciplinar, em todos os n&#237;veis de aten&#231;&#227;o &#224; sa&#250;de.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACTThis article aims to understand how medical students are being trained in terms of a comprehensive and interdisciplinary perspective. The study involved qualitative and quantitative approaches and began with a focus group with final-year medicine students from the Federal University of Para&#237;ba. Subsequently, all students enrolled for the final year of the course completed a questionnaire prepared by the researchers with questions about their sociodemographic and student profile, and comprehensive and interdisciplinary medical training. The questions evaluated the concept, the practice, professional competence and the contribution of community outreach programs in relation to a comprehensive and interdisplinary training approach, which appears to be limited. The results indicate the need to: prioritize greater interaction between theory and practice; invest in teacher training to enable them to engage and teach comprehensive and interdisplinary health care; organize activities so that they can ensure meetings in the required curricular components, conducting joint activities in an interdisciplinary perspective; greater diversity of practice settings so as to include comprehensive care in an interdisciplinary context at all levels of health care.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Integralidade na Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Comunicação Interdisciplinar]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Comprehensive Health Care]]></kwd>
<kwd lng="en"><![CDATA[Interdisciplinary Communication]]></kwd>
</kwd-group>
</article-meta>
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