Avaliação da religiosidade e espiritualidade dos residentes de medicina e implicações frente à prática clínica e à formação médica

Abstract

Studies have shown that spiritual and religious beliefs influence health outcomes. However, there are still gaps concerning the way this evidence can be used in clinical practice. Therefore, it is crucial to understand how professionals in medical training, resident physicians for instance, approach religiosity and spirituality (R/S). The aim of this study is to evaluate the attitudes, knowledge and experiences of Brazilian resident physicians regarding R/S and its influence on clinical practice and medical training. A multicenter observational and cross-sectional study, called SBRAMER (Spirituality in Brazilian Medical Residents), was performed. Seven hospitals or training centers for resident physicians from different Brazilian regions participated in the study. The Network for Research Spirituality and Health (NERSH) questionaire and the Duke Religion Index were applied. 879 participants were included (53.5%) considering 1642 total eligible resident physicians. Medical residents considered the importance of R/S, despite not regularly attending religious services. Most participants believed R/S had an important influence on patient health 75,2% and that it was appropriate to discuss these beliefs in clinical encounters with patients 77,1%, however, only 14,4% daily approach this theme in their clinical practice. The main barriers to discussing R/S were maintaining professional neutrality 31,4%, concern about offending patients 29,1% and insufficient time 26,2%. Factors such as female gender, clinical specialty as opposed to surgical specialty, having had formal training on R/S, and higher levels of R/S were associated to a broader approach and more positive opinions about R/S. The conclusion was that Brazilian resident physicians believe that religious and spiritual beliefs may affect their patients’ health and consider it appropriate to develop this theme. However, lack of training is responsible to prevent this approach in clinical practice. Educators should draw on these data to conduct interventions and produce mandatory content on the subject in residency programs.