PROTOCOLO ATLS: um novo olhar sobre as práticas educativas em urgência e emergência

Abstract

The present study has as its research object the educational practices in the use of medical protocols in urgency and emergency, specifically the Advanced Trauma Life Support (ATLS) protocol. It has its origins in the research carried out in the Postgraduate course in Education, at the Master's level, in the line of pedagogical practices and articulating elements. After the literature review, the methodological path chosen was documental research. As it is a broad topic, the research object is approached in the panorama of higher education in university environments of professional training of medical residency/specialization (Postgraduate Program) – and of medical graduation. Throughout the research, as a general objective, we tried to analyze the educational practices in the medical area in urgency and emergency from the ATLS protocol. As specific objectives, we sought to: a) describe the organization of educational practices, identifying the determinants that surround the ATLS Instructor's Manual; b) discuss educational practices in the medical area in urgency and emergency, identifying the articulating elements in practice with the protocols; and c) to propose educational practices in the use of urgent and emergency protocols in a critical (or problematizing) medical education perspective. Throughout the research, the "classical medical training" is discussed, according to Alto's concept (2008), and how to enrich medical practice, from the theoretical framework in Freire's education (1980; 1987; 1992; 1996; 2006; 2014; 2015). Thus, a space for explanation was opened around the concepts of educational practice in Freire with educational practices in Medical Education in the ATLS protocol. It is argued here that it is necessary to walk together with the student, towards a holistic understanding of medicine and the scenarios in which the use of protocols is suitable, as well as their application limitations. Although broad, the present study is interdisciplinary, involving education and health, and very specific in the context of Medical Education. To date, it is the first research to discuss pedagogical practices and the articulating elements in the ATLS protocol. The results of this study, which involved readings, interpretations and reflections, point to a teaching know-how that considers the capacity for abstraction and theorization, with a view to dialogicity (FREIRE, 1987), so as not only to apply “blindly” a sequence of medical care, but also to provide a space for communication and reflection, with the involvement of the student in a specific practice and with the ability to develop critical awareness.