<?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>S1981-52712024000400304</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v48.4-2023-0057</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Ensinando o Método Clínico Centrado na Pessoa na graduação em Medicina: uma revisão narrativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching the Person-Centered Clinical Method in undergraduate Medicine: a narrative review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Yogui]]></surname>
<given-names><![CDATA[Jomara Oliveira dos Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Magalhães]]></surname>
<given-names><![CDATA[Tiago Maia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bivanco-Lima]]></surname>
<given-names><![CDATA[Danielle]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade de Ciências Médicas da Santa Casa de São Paulo Programa de Pós-Graduação em Saúde Coletiva ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Juiz de Fora  ]]></institution>
<addr-line><![CDATA[Juiz de Fora Minas Gerais]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Faculdade de Ciências Médicas da Santa Casa de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>48</volume>
<numero>4</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712024000400304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712024000400304&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712024000400304&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO  Introdução:  As Diretrizes Curriculares Nacionais (DCN) para Graduação em Medicina preconizam que o egresso seja empático e humanizado, crítico e reflexivo, com a formação articulada às necessidades da sociedade, centrado na pessoa, na família e na comunidade.  Objetivo:  Este estudo de revisão narrativa da literatura centrou-se em verificar as estratégias utilizadas no processo ensino-aprendizagem do Método Clínico Centrado na Pessoa (MCCP) na graduação em Medicina.  Método: Utilizaram-se as produções científicas disponibilizadas nas bases de dados SciELO, LILACS e PubMed/Medline, que foram selecionadas por conveniência e pela relevância nas áreas que abordam o tema deste estudo, no período de 1990 a 2021. Também se utilizaram legislações e publicações encontradas nos sites governamentais e na literatura cinzenta, via Google Scholar (2002-2018), além de livros de acervo particular (2010-2017).  Resultado:  Evidenciou-se que é fundamental incorporar o ensino do MCCP, que articula aspectos de comunicação, poder na relação médico-paciente, profissionalismo, centrado na autonomia dos pacientes. O MCCP incorpora competências integrativas, como comunicação, valorização do vínculo e de boa relação médico-paciente, sensibilização quanto aos aspectos humanísticos do cuidar, além de habilidades de orientação e pactuação. Por sua complexidade, o MCCP requer uma multiplicidade de métodos no processo ensino-aprendizagem, com ênfase nas metodologias ativas, no ensino das humanidades em saúde e na aplicação na prática real, de forma longitudinal no currículo.  Conclusão:  Dessa forma, o ensino do MCCP se configura como central na construção de um profissional de saúde humanizado e centrado na pessoa. É fundamental que o ensino do MCCP seja inserido nos currículos de graduação em Medicina de forma sistemática e longitudinal, com ampliado uso de metodologias para a construção das competências relativas ao cuidado centrado na pessoa.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  Introduction:  The National Curricular Guidelines (DCN) for Undergraduate Medicine recommend that graduates should be empathetic and humanized, critical and reflective, with their training linked to the needs of society, centered on the person, the family and the community.  Objective:  This narrative literature review study focused on verifying the strategies used in the teaching-learning process of the Person-Centered Clinical Method (PCCM) in undergraduate medical courses.  Method: We used scientific productions available in the SciELO, LILACS and PubMed/MedLine databases, which were selected for convenience and relevance in the areas that address the topic of this study, from 1990 to 2021. Legislation and publications found on government websites and in the gray literature via Google Scholar (2002-2018) were also used, as well as books from private collections (2010-2017).  Results: It was evident that it is essential to incorporate the teaching of the PCCM, which articulates aspects of communication, power in the doctor-patient relationship, professionalism, centered on patient autonomy. The PCCM incorporates integrative skills, such as communication, valuing the bond and a good doctor-patient relationship, awareness of the humanistic aspects of care, as well as guidance and agreement skills. Because of its complexity, the PCCM requires a multiplicity of methods in the teaching-learning process, with an emphasis on active methodologies, the teaching of humanities in health and application in real practice, longitudinally in the curriculum.  Conclusion:  The teaching of PCCM is therefore central to the construction of a humanized, person-centred health professional. It is essential that the teaching of PCCM be included in undergraduate medical curricula in a systematic and longitudinal way, with expanded use of methodologies for the construction of competencies related to person-centered care.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Humanização da Assistência]]></kwd>
<kwd lng="pt"><![CDATA[Educação de Graduação em Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Profissionalismo]]></kwd>
<kwd lng="pt"><![CDATA[Assistência Centrada no Paciente]]></kwd>
<kwd lng="en"><![CDATA[Humanization of Care]]></kwd>
<kwd lng="en"><![CDATA[Undergraduate Education in Medicine]]></kwd>
<kwd lng="en"><![CDATA[Professionalism]]></kwd>
<kwd lng="en"><![CDATA[Patient-Centered Care]]></kwd>
</kwd-group>
</article-meta>
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