Análise dos conhecimentos e percepções sobre cuidados paliativos entre estudantes de medicina de uma Universidade na Baixada Santista

Abstract

Population aging and the increase in chronic non-communicable diseases impose growing challenges on the training of professionals qualified to manage suffering, highlighting the importance of Palliative Care (PC) as an essential component of health care. Despite normative advances, such as the inclusion of PC in the National Curriculum Guidelines and the enactment of the National Policy for Palliative Care in Brazil, gaps remain in the academic training of future physicians, justifying the need to investigate how this subject has been addressed in educational institutions. This study aimed to analyze the perception of medical students regarding palliative care and to assess their level of knowledge on the subject during the last two years of the course, at a university in the Baixada Santista region. This is a mixed-methods, cross-sectional study conducted in 2024 and 2025. The quantitative stage was carried out with 108 students from the ninth to the twelfth semester, through the application of the Bonn Palliative Care Knowledge Test. Data were analyzed statistically in a descriptive and analytical way, covering participants’ knowledge and self-confidence. In the qualitative stage, semi-structured interviews were conducted with eight students, selected for convenience, including two representatives from each class. Thematic analysis was used for the interpretation of the interviews, followed by data triangulation. The results showed that, in the quantitative stage, the domain related to pain obtained the best scores, while attention to the dying process presented greater fragility. Self-confidence improved in the final semesters, although it remained limited in aspects related to breaking bad news, especially in the face of clinical deterioration or patient death. The qualitative analysis revealed that students recognize the relevance of PC, but pointed out the need for an earlier and more longitudinal approach throughout medical training. However, a progressive gain in knowledge and self-confidence was observed in the more advanced semesters, indicating that, even in a fragmented way, there was observable evolution during the course. It is concluded that PC education, although still limited, provides important advances in students’ perception and preparedness. The findings reinforce the need for more structured pedagogical strategies that integrate PC in a continuous, qualified, and humanized manner throughout medical education.