<?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>S1981-52712019000200005</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v43n2RB20180058</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Educação para o Processo do Morrer e da Morte pelos Estudantes de Medicina e Médicos Residentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Education on the Process of Dying and Death by Medical Students and Resident Doctors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Thalita Felsky dos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pintarelli]]></surname>
<given-names><![CDATA[Vitor Last]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Curitiba Paraná]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2019</year>
</pub-date>
<volume>43</volume>
<numero>2</numero>
<fpage>5</fpage>
<lpage>14</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712019000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712019000200005&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712019000200005&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdu&#231;&#227;o  O processo do morrer e da morte &#233; um tema gerador de rea&#231;&#245;es distintas entre estudantes de medicina e m&#233;dicos residentes, que s&#227;o influenciados por suas experi&#234;ncias pessoais e profissionais pr&#233;vias, bem como quest&#245;es culturais, psicol&#243;gicas, religiosas e outras.   Objetivo  Avaliar a educa&#231;&#227;o de estudantes de medicina (EM) do Curso de Medicina da Universidade Federal do Paran&#225; (CM-UFPR) e de m&#233;dicos residentes (MR) do Hospital de Cl&#237;nicas da UFPR (HC-UFPR) sobre a tem&#225;tica do morrer e da morte.   M&#233;todo  Estudo observacional quantitativo. Foi elaborado um question&#225;rio autoaplic&#225;vel composto por 28 perguntas de m&#250;ltipla escolha para avaliar a educa&#231;&#227;o sobre o processo do morrer e da morte, com elementos adaptados do Frommelt Attitude Toward Care of the Dying Scale Form B (FATCOD-B Scale).   Resultados  805 EM responderam ao question&#225;rio de pesquisa (74,6% do total de alunos, matriculados no primeiro semestre de 2016) e 93 MR (73,8% do total de residentes de especialidades cl&#237;nico-cir&#250;rgicas, matriculados no ano de 2016). O relato de experi&#234;ncia de contato com pessoas em processo de morte aumentou, progressivamente, durante a maior parte dos per&#237;odos do CM, atingindo a quase totalidade de residentes de primeiro ano e a totalidade daqueles mais graduados, em todas as especialidades. Durante o curso de medicina, 40,1% dos estudantes e 51,1% dos m&#233;dicos residentes receberam algum tipo de forma&#231;&#227;o pedag&#243;gica para o processo do morrer e da morte. A influ&#234;ncia da afilia&#231;&#227;o religiosa na educa&#231;&#227;o para a morte foi admitida por 54% dos EM e 44,3% dos MR. 58% dos EM e MR referiram os sentimentos de frustra&#231;&#227;o e impot&#234;ncia ap&#243;s as mortes de pacientes. O contato com pacientes em processo de morte gerou diversos sentimentos nos EM e MR, incluindo tristeza, ang&#250;stia, esfriamento, aumento da sensibilidade, amadurecimento profissional, entre outros.   Conclus&#227;o  EM e MR relataram ter recebido escassa forma&#231;&#227;o sobre a morte durante a faculdade, e suas percep&#231;&#245;es acerca do tema s&#227;o influenciadas por m&#250;ltiplos aspectos, como a religiosidade. O contato com a morte desperta rea&#231;&#245;es igualmente diversificadas. Mais estudos s&#227;o necess&#225;rios para aprofundar a complexidade dessa tem&#225;tica no &#226;mbito da forma&#231;&#227;o m&#233;dica. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction  The process of death and dying is a theme that generates different reactions among medical students and resident doctors, being influenced by their personal and professional experiences as well as cultural, psychological, religious, and other characteristics.   Objective  To evaluate the education of medical students (MS) of the Federal University of Paran&#225; (UFPR) and resident doctors (RD) at Hospital de Cl&#237;nicas of the Federal University of Paran&#225; (HC-UFPR) on the subject of dying and death.   Method  A quantitative observational study. A self-administered questionnaire was designed, with 28 multiple-choice questions, to evaluate education about the process of dying and death, with elements adapted from the Frommelt Attitude Toward Care of the Dying Scale Form B (FATCOD-B Scale).   Results  The questionnaire was completed by 805 MS (74.6% of the total number of students enrolled in the first semester of 2016) and 93 RD (73.8% of the total number of residents of clinical and surgical specialties enrolled in 2016). The report of experience of contact with dying people increased among the MS as they progressed through medical school, reaching near-totality among the first-year residents, and totality among those with the most specialized degrees in all specialties. 40.1% of the MS and 51.1% of the RD reported that they had received some kind of pedagogical orientation about death and dying during medical school. The influence of religious beliefs on education in this area was reported by 54% of the MS and 44.3% of the RD. 58% of the MS and RD reported feelings of frustration and impotence following patients&#8217; deaths. Contact with patients in the dying process produced a range of feelings and perceptions among the MS and RD, including sadness, anguish, distancing, increased sensitivity, and professional maturation, among others.   Conclusion  MS and RD reported that they received little training about death during their medical training, and that their perceptions about the subject are influenced by multiple variables, such as religious belief. Contact with death also provokes equally diverse reactions. More studies are needed, to deepen the complexity of this issue in the field of medical training. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="pt"><![CDATA[Médicos]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Morte]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
<kwd lng="en"><![CDATA[Doctors]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Death]]></kwd>
</kwd-group>
</article-meta>
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