In face of some degree of refusal by People Living with the Human Immunodeficiency
Virus (PLHIV) regarding the presence of medicine students in the consulting room, there
came the desire to understand what was the perception of patients in these situations
within a school hospital. With scientific advancements, AIDS is nowadays thought of as
a chronic disease with many subjective issues around its diagnosis and treatment. This
requires that professionals, upholding confidentiality, welcome patients in a humanized
manner, favoring the building of a bond with them and their adherence to the treatment.
It was aimed, then, to identify which feelings emerge in the PLHIV in learning about the
student’s presence in the consulting room and present options of improvement in student-
patient-preceptor bonds when it comes to this refusal. This is a qualitative approach
research, with phenomenological and exploratory reference, that had two patients
participate. The research was submitted to the Brazil Platform and approved by the
Research Ethics Committee from the Tropical Diseases Hospital in Tocantins Federal
University. Data analysis has brought up five thematic categories: the subjectivity of
living with HIV; the stigma and judgment of society, students, professionals and my own;
the lack of consent; the increased distrust after HIV; and the importance of a caring
network for the PLHIV. The main reported feelings were: discomfort, embarrassment,
shame, fear of meeting someone known and the distrust regarding information
confidentiality. The actions that came up from this possibility were silence, quitting
treatment, trying to hide, asking to be seen in another space with only the doctor present,
opting for days and hours when the students are not around and escaping to private care.
It is concluded that patients have the right to be informed and to consent regarding
students’ participation in medical consultations. There is a persistent need for health
education in society for the deconstruction of stigma and biases. Actions in permanent
education in caring that promote the issues of confidentiality and secrecy are essential, as
well as, when getting in a school hospital, that the patient receives previous information
about the kind of service done there, and that the subjective aspects of living with HIV
be prioritized in strategies for humane care. Regarding the formation of new medical
professionals, the ideal is that ethics learning happens transversally throughout the
graduation process in medicine schools and that the students get to know the legal tools
of their trade, but, above everything else, that they practice empathy.
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