Semblance of a Physician: Medical students’ experiences during Type 2 Diabetes Mellitus consultation simulation

Abstract

Abstract OBJECTIVE:To understand fourth-year medical students’ experiences in a Performance-Based Education theatrical intervention in the clinical management of Type 2 Diabetes Mellitus 2 (T2DM) in Primary Care.METHODOLOGY:Qualitative design in which 10 students were interviewed after intervention of the following two T2DM management scenarios: 1) the diagnosis and initiation of the therapeutic plan; 2) initiation of insulin therapy. The symbolic meanings that the students attributed to the experience are described and discussed following the Balint Medical Psychology framework and literature on T2DM in undergraduate studies in medicine. RESULTS:We present two categories: 1) Concerning the symbolic meanings of T2DM and its management and; 2) Regarding the role of the performer towards the person with T2DM, their colleagues and the T2DM clinic. CONCLUSION:Subjective factors in teaching T2DM management that need to be addressed are: anxieties and negative ideas about the treatment and difficulty of exercising the role of a physician. Teaching-learning through Performance-Based Learning (PBL) makes it possible to address these issues. The results are theoretical resources that can be incorporated into teaching-learning strategies through reflection aimed at developing T2DM management skills in the work profile of general practitioners in Primary Care.