Dos  algoritmos à responsabilidade: como estudantes de medicina autorregulam a aprendizagem na interseção entre direito e tecnologia

Omar Alobud

doi:10.22633/rpge.v29iesp4.20776

Autores

Omar Alobud Universidade King Saud bin Abdulaziz de Ciências da Saúde https://orcid.org/0009-0004-7541-5873

DOI:

https://doi.org/10.22633/rpge.v29iesp4.20776

Palavras-chave:

Aprendizagem autorregulada, Educação médica, Inteligência artificial, Saúde digital, Identidade profissional

Resumo

O estudo investiga como estudantes de medicina desenvolvem estratégias de aprendizagem autorregulada ao estudar dimensões legais e computacionais da prática médica em um contexto de crescente digitalização. Treze alunos participaram de entrevistas semiestruturadas, analisadas por meio da abordagem temática de Braun e Clarke. Três temas emergiram: planejamento algorítmico e previsão legal, depuração ética e raciocínio adaptativo, e conformidade reflexiva e responsabilidade profissional. Os estudantes inicialmente trataram o conteúdo como tarefa técnica, mas passaram a entendê-lo como um processo de autogoverno ético, aprendendo a planejar com responsabilidade moral, testar a validade de seus raciocínios e avaliar decisões segundo parâmetros de accountability. Os achados ampliam a teoria tradicional de aprendizagem autorregulada ao mostrar que a metacognição pode evoluir para um raciocínio ético diante de conteúdos interdisciplinares. Integrar a autorregulação às disciplinas de tecnologia e direito pode formar profissionais mais reflexivos, responsáveis e preparados para a prática médica orientada por dados.

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Biografia do Autor

Omar Alobud, Universidade King Saud bin Abdulaziz de Ciências da Saúde

Professor Assistente, Universidade King Saud bin Abdulaziz de Ciências da Saúde, Centro Internacional de Pesquisa Médica King Abdullah (KAIMRC). Ministério da Guarda Nacional - Assuntos de Saúde, Arábia Saudita.

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