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

something that the narrative brought to me”. (A22, Physiotherapy, 89.32) “From this experience on, I think I w ill modify my approach. I think it would basically be about understanding that person's life story. I think I will try to understand not only the clinical or biochemical data, but also the personal, the human ones.” (A13, Nutrition, 79.38) When analyzing the CFA, it is noted, at the factorial level, that the classes that make up the “Listening to Stories” subcorpora are well interrelated with each other and with the “The person” class, while the “Emotions” class is somewhat more distant, with less interrelation with the others. It can be inferred, from the lexical analysis, that the collection of narratives allowed these participants to experience active listening, to understand that the patient is not just a disease to be treated and to value psychosocial and cultural aspects that otherwise would not be significantly considered. In turn, the collection brought forth affections and emotions, with causing students to sometimes be uncomfortable with such fact, despite the importance given to the experience. Differences were also noted in the factorial plan according to the participating courses, as seen in Figure 3. The CFA makes it possible to verify, in the factorial plan, the words that differentiate and characterize each group of students according to the course in which they are enrolled. For the students of the Medicine course, the text segments with greater force were located in the “Emotions” class, and it can be inferred that the emotions aroused by the collection of narratives were the points that stood out the most in the experience of these participants. As for the participants of the Physiotherapy course, “Active listening” was the most highlighted class. The textual elements of the Nutrition course participants reveal the “Narratives” class as the most expressive, showing the importance given by these participants to aspects not brought up by the anamnesis of the area and to the emotions evidenced by the experience of collecting narratives. Source: IRaMuTeQ®, research data. Figure 3: CFA according to classes and participating courses, Narrative-Based Teaching Project, São Paulo, 2018-19 When the words classified according to the students' gender are analyzed, differences also appear. For male participating students, the main words refer to area, process, patient . As for the female participants, the words that appear are tell, help, speak, stay . The words highlighted by the male speeches, when analyzed in their contexts, show a concern of these students with their professional performance, while the words spoken by the women speeches refer more to care and the communication with the other. IV. D iscussion Narratives are linguistic structures composed of a sequence of interrelated facts which are personified Volume XXII Issue VII Version I 6 ( ) Global Journal of Human Social Science - Year 2022 © 2022 Global Journals A The Use of Illness Narratives in Undergraduate Physiotherapy, Medicine, and Nutrition: Innovative Experiences at a University in São Paulo