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K. Scharan1, A. Duarte de Lima Moser1
1Pontifical Catholic University of Paraná, Post Graduation Program of Health Technology, Curitiba, Brazil
Background: Emerging needs in rehabilitation services point to the dissemination of high-quality health professionals whose training follows the trends of demographic profiles and the use of current technologies referenced worldwide. Due to population aging, lifestyles and the increase in chronic non-communicable diseases, health assessment started to consider aspects that make up the substrate of the biopsychosocial model, operated by the International Classification of Functioning, Disability and Health (ICF). ICF contemplates the interrelation of Body Functions, Body Structures, Activities and Participation, and Environmental Factors. Its transposition to the clinical routine anchors in the assimilation of the biopsychosocial model and in the approach to the individual-patient, evaluating, treating, and accompanying it.
Purpose: To identify the use of ICF in the biopsychosocial approach of Physiotherapy students.
Methods: Qualitative pragmatic study with documentary content analysis in physical therapy assessment forms and mental maps- a tool to express the academic reasoning of the student, both produced by academics in the last year of the course; and the content analysis of field diary - follow-up records in evaluations, reevaluations and assistance. The context was a mandatory internship in musculoskeletal at a clinic school in Curitiba, Paraná, Brazil. The assessments were analyzed before and after a conceptual leveling in ICF. The material was coded in the light of the ICF definitions with support from the Atlas.ti 8.0 software.
Results: 45 assessments (20 before and 25 after conceptual leveling) and 25 mental maps were analyzed. It was perceived that the evaluation already included in its structures the content of all ICF components with predominance of Body Functions and Structures, but not denominated as them. After sensitization there was an increase in information mainly from anamnesis, this showed a student attitude in the interaction with the individual-patient and later requiring discussions, reflections, and supervision support to clinical reasoning allowed the convergence between diagnosis and therapeutic objectives to the subject's goal. The component Activities and Participation had all its 9 chapters explored, being Mobility the most frequently described and Environmental factors had Products and Technology well explored.
Conclusion(s): The richness of the biopsychosocial content occurred in the recording of information from the perspective of the individual-patient, as a consequence of the academic-patient relationship during the physical therapy evaluation and in the subsequent consultations, in which the understanding of the activities and participation of the patients was explored, especially in the anamnesis. To consider the individual's perspective is fundamental when using the biopsychosocial model in clinical practice. The patient's report, expressing his experience with the health condition, can complement and contextualize the physiotherapeutic findings to operationalize the biopsychosocial model.
Implications: The findings indicated that the path of assessment and physical therapy care could enhance the information reported by the individual-patient and recorded, contextualizing them to clinical findings, co-creating and weaving a physical therapy practice anchored in the biopsychosocial model. This is made possible when the student is sensitized and initially has supervision that instigates him in clinical reasoning.
Funding, acknowledgements: We are grateful to CAPES for the doctoral scholarship granted for the study.
Keywords: ICF, Physiotherapy, Training of human resources in health
Topic: Education
Did this work require ethics approval? Yes
Institution: Pontifical Catholic University of Paraná
Committee: Pontifical Catholic University of Paraná
Ethics number: 2727875
All authors, affiliations and abstracts have been published as submitted.
