<?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>S1981-52712020000100217</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.1-20190124</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Dificuldades Iniciais no Aprendizado do Exame Físico na Percepção do Estudante]]></article-title>
<article-title xml:lang="en"><![CDATA[Initial Difficulties in Learning the Physical Exam According to the Student&#8217;s Perception]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Gilka Paiva Oliveira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[França]]></surname>
<given-names><![CDATA[Kaio Alighieri Nunes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Santos]]></surname>
<given-names><![CDATA[Maria Albertina Leite]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Guilherme]]></surname>
<given-names><![CDATA[Janaína Guerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medeiros]]></surname>
<given-names><![CDATA[José Givaldo Melquiades de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva Júnior]]></surname>
<given-names><![CDATA[Estácio Amaro da]]></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 Paraíba]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000100217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000100217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: Ao longo da formação no curso de Medicina, o estudante enfrenta diversas situações que podem ser geradoras de insegurança e ansiedade, entre as quais se destacam as primeiras aulas práticas com pacientes que tradicionalmente ocorrem na disciplina de Semiologia Médica. A realização do primeiro exame físico com um paciente real é uma potencial circunstância geradora de estresse para os que dão seus primeiros passos na construção de habilidades indispensáveis à carreira médica. A forma de lidar com o estresse advindo desses encontros é bastante individual e relaciona-se com diversos fatores inerentes ao estudante e ao modelo de ensino adotado. O presente estudo propõe-se a identificar as principais adversidades relatadas pelos alunos na sua iniciação ao exame físico.  Método: Para tanto, realizou-se um estudo exploratório, com abordagem qualitativa, executado durante as atividades do Módulo Horizontal Básico 4 (MHB4), o qual está inserido na grade curricular do quarto semestre do curso de Medicina da Universidade Federal da Paraíba. Uma amostra de 35 estudantes foi dividida em seis grupos focais. A coleta de dados foi realizada na oitava semana do semestre letivo e ocorreu simultaneamente em todos os grupos. A discussão iniciou-se por meio da pergunta norteadora &#8220;Quais são as dificuldades encontradas durante o exame físico do paciente?&#8221;. Procedeu-se, então, à gravação das falas dos alunos, com posterior transcrição, na íntegra, de todo o material textual, o qual foi submetido à análise de conteúdo por meio do método preconizado por Bardin.  Resultados: As falas dos alunos foram elencadas em cinco categorias nomeadas como: insegurança e inexperiência; submissão do paciente; sensação de estar incomodando o paciente; direcionamento de gênero; escolha do paciente por conveniência. A partir dessa análise foi possível observar que a realização do primeiro exame físico é um evento gerador de grande estresse emocional para os estudantes. Questões como a insegurança, a inexperiência e a sensação de estar utilizando o paciente como um objeto são citadas como fatores que geram desconforto nos estudantes e dificultam seu aprendizado.  Conclusões: As percepções dos estudantes são de insegurança, inexperiência e invasão da privacidade de um paciente que se encontra numa situação de passividade diante da situação. Nesse contexto, o enfrentamento das dificuldades toma proporções maiores e irrealísticas no aprendizado do exame físico.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction:  During Medical School, the student faces several situations that can generate insecurity and anxiety, and among them, the one that stands out is the first practical class with patients, which traditionally occur during the Medical Semiology course. Performing the first physical examination in a real patient is a potential stress-inducing situation for those who take their first steps towards building the necessary skills for a medical career. The way one deals with the stress generated by these situations is quite individual and is related to several factors inherent to the student and to the teaching model adopted. The present study aims to identify the main adversities reported by students in their initiation to physical examination.  Method:  An exploratory study with a qualitative approach was carried out during the activities of the Basic Horizontal Module 4 (MHB4), which is part of the curriculum of the fourth semester of the Medical School at Federal University of Paraíba. A sample of 35 students was divided into 6 focal groups. Data collection was performed in the eighth week of the semester and occurred simultaneously in all groups. The discussion began with the guiding question &#8220;What are the difficulties faced during the physical examination of the patient?&#8221;. The student&#8217;s speeches were recorded and then transcripted in full and the material was submitted to content analysis using the method recommended by Bardin¹.  Results:  The students&#8217; statements were listed into 5 categories: insecurity and inexperience; patient&#8217;s submission; feeling of bothering the patient; gender targeting; selection of the patient for convenience. Based on this analysis it was possible to observe that the performance of the first physical examination is an event that causes much emotional stress to students. Issues such as insecurity, inexperience and the feeling of using the patient as an object are mentioned as factors that causes discomfort to students and hinder their learning process.  Conclusions:  The students&#8217; perceptions are those of insecurity, inexperience and invasion of the patient&#8217;s privacy, who is in a passive situation. In this context, the process of facing the difficulties takes on bigger and unrealistic proportions in the learning process of physical examination.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Exame Físico]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Faculdades de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="en"><![CDATA[Physical Examination]]></kwd>
<kwd lng="en"><![CDATA[Medical Students]]></kwd>
<kwd lng="en"><![CDATA[Medical School]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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