Global Journal of Human-Social Science, A: Arts and Humanities, Volume 22 Issue 7

the texts that the narratives showed them life and illness experiences that made them reflect on their future as people and professionals. The highest scores in this class were achieved by the students in the Physiotherapy and Nutrition courses, demonstrating the impact of the narratives for those students. “I think that we cannot just look at the disease, we have to realize that behind the disease there is a person, there are their life plans, their desires, and, many times, because of the illness, they end up giving up what they would like to do." (A22, Physiotherapy, score 108.87) “[...] it allows us to perceive what the person feels, because we have this vision for treating the disease and not the person, but there is a lot behind this person.” (A16, Nutrition, score 80.45) “It was a very enriching moment, looking at patients in the eye, looking beyond their problem, getting to know their life, their routine. I believe that this is extremely important for the team that will assist them, because it makes them feel more comfortable and it facilitates our understanding, it makes it easier for us to understand them as an individual and not limit them to a disease”. (A18, Physiotherapy, score 70.69) Related to this is the “Emotions” class, with 28.3% of the text segments and whose content is expressed by the words: year, time, take, hold and medicine . In this class, it is highlighted how much the collection of narratives aroused affections and emotions. The expectations of which professional these undergraduates want to be are also exposed here, as well as the concern of invading the privacy of patients when collecting the narrative. There was reference to chronic diseases in the family and how much the narratives referred them to these situations. In this class, the highest scores were achieved by students of Medicine and Nutrition. “Now, I feel like being a doctor. I think that's what's missing, it's not enough to stay there and say I'm going to make your diagnosis, now take the medicine you have to take, now you can leave. I don't want this, if that’s the way it is, I don't want to be a doctor at all” (A6, Medicine, score 76.51) “I was more concerned with my emotion. I swallowed many times. I was a little emotional at certain times when she was too, so I tried to hold back a little bit, I also have chronic problems in my family so it ends up interfering.” (A20, Physiotherapy, score 66.53) “In this narrative, I could see that Medicine will really be a long and challenging path, for several years; however, it is up to us students and future health workers, before just prescribing medicines and following protocols, to put ourselves in the other's shoes and try to understand how that affects the life of each person and only then will we be able to create a more humanized and integrative Medicine.” (A4, Medicine, score 62.86). In turn, the second subcorpora: “Listening to stories”, is well differentiated in terms of the percentage distribution for the classes that compose it, with the first, “Active listening”, representing 30.5% of the corpus , demonstrating how the need for this became evidenced for these participating students. This class introduces the words patient, get, talk, lead, bond, story, and tell . The texts are about the importance of letting the ailing person talk and listening carefully, while highlighting how the narratives brought information far beyond the traditional anamnesis that these undergraduates learn in their courses, especially with regards to the importance of family and social groups. They also highlighted the importance of narratives for their learning and for the understanding of reception and integrality. The participating undergraduates highlighted how they learned to “ take the story from the patient ” and how to properly interrupt in order to optimize the listening experience related to the illness, alongside the traditional logical reasoning they must employ to put their profession into practice. The speeches of Medicine and Nutrition students obtained the highest scores on this class. “This surprised me because I don't believe I could get this level of detail from the information if I kept interrupting the patient. I felt good too, because for the first time I felt efficient within a more real and ideal situation, where the patient teaches me what he has experienced and I can learn from him, I can help him.” (A9, Medicine, score 107.63) “Well , I think the anamnesis I did in Nutrition, at least in the first consultation, was very restricted like that, it had these questions and I directed it to be able to meet the time limit and finish all the questions”. (A17, Nutrition, score 81.63) “The narratives” class, with the lowest percentage weight in this subcorpora (18.4%), has the textual elements experience, narrative, strength, participate, feeling, technique and bring, as statistically significant. It is a class closely related to the previous one, where students bring back the differences between traditional anamnesis in contrast to the narratives, but with an emphasis on the experiences, uniqueness and feelings of the people interviewed. It is clear that, for this group, the use of narratives complements the anamnesis, bringing psychosocial aspects to the table. Again, the feelings brought forward by the students are what stands out in the texts. “[…,] when comparing to the common anamnesis, which does not go that far, does not entertain feelings, it is more technical, more objective, it focuses on the disease and not on the whole. The narrative collection is deep and goes beyond the technical, it goes beyond the body, it just listens.” (A20, Physiotherapy, score 112.27) “[...], undoubtedly deeper, about the illness process, the patient's life process, this really impressed me with that narrative.” (A7, Medicine, score 100.80) “The narrative brought an experience that we don't see so much in undergraduate courses, at least in Physiotherapy. We end up being very technical and the narratives are much more subjective. The illness process is never the same, everyone has their own, so respecting this illness process is © 2022 Global Journals Volume XXII Issue VII Version I 5 ( ) Global Journal of Human Social Science - Year 2022 A The Use of Illness Narratives in Undergraduate Physiotherapy, Medicine, and Nutrition: Innovative Experiences at a University in São Paulo