MEDICAL PEDAGOGY AND KNOWLEDGE OF CARE: A THEORETICAL MODEL FOR UNIVERSITY EDUCATION IN THE RELATIONSHIP OF CARE BETWEEN THE SEARCH FOR MEANING AND PROFESSIONAL VOCATION

Claudia Bevilacqua, Maria Elena Tassinari

Abstract


In response to the need to develop educational models capable of integrating scientific knowledge, relational competence, and the search for meaning in the training of healthcare professionals, the article presents a theoretical hypothesis of a model of medical pedagogy, grounded in the biopsychosocial paradigm and interpreting the care relationship as an educational and reflective space in which crisis becomes an opportunity for learning and re-signification.


Keywords


Medical pedagogy, biopsychosocial paradigm, university education, theoretical model

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DOI: https://doi.org/10.32043/gsd.v9i4.1650

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