<?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>S1981-52712017000400584</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v41n3RB20160108</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Percepção dos Professores de Medicina de uma Escola Pública Brasileira em relação ao Sofrimento Psíquico de Seus Alunos]]></article-title>
<article-title xml:lang="en"><![CDATA[The Psychological Distress Suffered by Medical Students at a Brazilian Public university from the Viewpoint of their Teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Maria Aparecida Miranda da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tavares]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Marcelo Grossi]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ribeiro]]></surname>
<given-names><![CDATA[Maria Mônica Freitas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de Minas Gerais  ]]></institution>
<addr-line><![CDATA[Minas Gerais MG]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>41</volume>
<numero>4</numero>
<fpage>584</fpage>
<lpage>593</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712017000400584&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712017000400584&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712017000400584&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O sofrimento ps&#237;quico do estudante de Medicina &#233; conhecido e j&#225; estudado. O papel do professor em detectar dificuldades geradoras de sofrimento ps&#237;quico em seus alunos e saber como lidar com elas &#233; fundamental para a preven&#231;&#227;o desse sofrimento. Entretanto, nem sempre os professores est&#227;o preparados para esses desafios.  Objetivo: Estudar a percep&#231;&#227;o dos docentes do curso de Medicina da Universidade Federal de Minas Gerais (UFMG) em rela&#231;&#227;o ao sofrimento ps&#237;quico de seus alunos.   M&#233;todo: Estudo transversal quantitativo realizado com os docentes do ciclo profissional do curso de Medicina da UFMG. A amostra de 102 docentes foi obtida por sorteio aleat&#243;rio e dividida em quatro estratos: masculino at&#233; dez anos de doc&#234;ncia, masculino com mais de dez anos, feminino com at&#233; dez anos de doc&#234;ncia e feminino com mais de dez anos. Foi elaborado um question&#225;rio autoaplicativo de 28 itens com cinco op&#231;&#245;es da escala de Likert. Para an&#225;lise dos dados foram constru&#237;dos quatro indicadores: indicador de percep&#231;&#227;o de sofrimento ps&#237;quico (IPSP), indicador de compromisso do professor com as dificuldades emocionais do estudante (ICDE), indicador de atua&#231;&#227;o frente ao sofrimento ps&#237;quico (IAPS) e indicador geral (IG). Realizou-se an&#225;lise dos quartis e calculou-se a diferen&#231;a entre os grupos utilizando testes n&#227;o param&#233;tricos. Cinco quest&#245;es n&#227;o inclu&#237;das nos indicadores foram analisadas separadamente.   Resultados: Dos 102 sorteados, 79 docentes responderam e sete se negaram a participar da pesquisa. Foi constatada preocupa&#231;&#227;o com o sofrimento ps&#237;quico dos estudantes, vari&#225;vel entre os estratos. Para o IG, as professoras com mais tempo de doc&#234;ncia obtiveram a mediana mais elevada em rela&#231;&#227;o aos homens com menos tempo (p &lt; 0,05). Para os demais indicadores, apesar da diferen&#231;a entre os quartis, a compara&#231;&#227;o das medianas n&#227;o mostrou diferen&#231;as estatisticamente significativas. Para as perguntas n&#227;o inclu&#237;das nos indicadores, do total de professores, 85% j&#225; tiveram alunos com dificuldades emocionais. Os homens, com maior frequ&#234;ncia, afirmaram desconhecer a exist&#234;ncia de problemas emocionais entre os estudantes. Houve desconhecimento das inst&#226;ncias de acolhimento psic&#243;logico aos estudantes por 16,5% dos professores. A ocorr&#234;ncia de bullying na FMUFMG n&#227;o foi percebida por mais de 50% dos professores. Apenas 28% admitiram que seus atos ou atitudes teriam desencadeado sofrimento ps&#237;quico no estudante. Ao se perguntar sobre apoio ao professor, 75,9%desejavam uma inst&#226;ncia de apoio emocional ao professor.   Conclus&#227;o: Este estudo, apesar das limita&#231;&#245;es, &#233; in&#233;dito ao avaliar a percep&#231;&#227;o do docente do curso de Medicina em rela&#231;&#227;o ao sofrimento ps&#237;quico dos estudantes. Tempo de doc&#234;ncia e sexo feminino parecem exercer um papel importante na percep&#231;&#227;o do docente sobre o sofrimento ps&#237;quico do estudante. Parcela significativa de professores desconhece a exist&#234;ncia das inst&#226;ncias de apoio psicol&#243;gico aos estudantes. Situa&#231;&#245;es de ass&#233;dio e bullying na escola m&#233;dica permanecem negadas por muitos docentes. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The psychological distress suffered by medical students is well-known. The role of the teaching staff in detecting difficulties causing students psychological distress and their knowledge of how to handle them is fundamental for preventing such problems. However, medical teachers are not always prepared to deal with these challenges.  Objective: To study the perception of the teaching staff of the medical school at the Universidade Federal de Minas Gerais (FMUFMG) concerning the psychological distress of the students.   Method: A cross-sectional quantitative study carried out with the faculty of the UFMG medical school. The sample of 102 teachers was obtained by random draw and divided into four groups: males with up to ten (10) years of teaching, males with more than ten (10) years, females with up to ten (10) years of teaching, and females with more than ten (10)years. A self-applied 28-item questionnaire with a 5-point Likert scale from strongly agree to strongly disagree was prepared. For the data analysis four indicators were elaborated: psychological distress perception indicator (IPSP), commitment of the teacher to the student emotional difficulties indicator (ICDE), performance in the face of psychological distress indicator (IAPS) and a general indicator (IG). Quartile analysis was carried out and the difference among the groups was calculated using nonparametric tests. Five questions that were not included in the indicators were independently analyzed.   Results: Seven teachers refused to participate and 79 answers were collected.The results showed varying degrees of concern among the groups in relation to the psychological distress of students. For the IG, the female teachers with longer teaching experience obtained a higher median in relation to the men with less teaching experience (p&lt;0.05). For the other indicators, despite the difference between the quartiles, the comparison of the medians showed no statistically significant differences. For questions not included in the indicators, it was shown that 85% of the sample had perceived psychological distress among their students. Male teachers more frequently deny psychological distress among students. 16.5% of the teachers did not know of any instances of institutional psychological care. The occurrence of bullying failed to be noted by more than 50% of the teachers. Only 28% of the teachers admitted that their actions or attitudes could precipitate a student&#8217;s psychological distress. When questioned about emotional support for teachers, 75.9% would appreciate some institutional support.   Conclusion: The present study, despite its limitations, is unique in assessing the perception of the medical teaching staff in relation to the psychological distress of the students. Teaching experience and being female seem to play an important role in the teacher&#8217;s perception of psychological distress among students. A significant portion of the teaching staff ignores the existence of psychological support programs for students. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estresse Psicológico]]></kwd>
<kwd lng="pt"><![CDATA[Docentes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Graduação em Medicina]]></kwd>
<kwd lng="en"><![CDATA[Stress, Psychological]]></kwd>
<kwd lng="en"><![CDATA[Faculty, Medical]]></kwd>
<kwd lng="en"><![CDATA[Students, Medical]]></kwd>
<kwd lng="en"><![CDATA[Education, Medical, Undergraduate]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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