Medical student in action: promoting factors to protect sexual violence in vulnerable children

Abstract

As National Curriculum Guidelines, two medical courses provide that one, since or in the beginning, will develop humanistic skills through their insertion in health care centers. Social inequities imply situations of vulnerability and are associated with violence against children. Preventive actions comprise two axes of the National Policy for Comprehensive Child Health Care. Objective, to analyze the repercussions of health education activities on the sexual violence of children in situations of social vulnerability, enabling a reflection on the exercise of child protection in
medical training. A survey was carried out by six medical students from an institution linked to the Social Assistance
Reference Center; 12 children aged six to ten participated. Through playful and literary actions, sexual violence in
children in situations of social vulnerability was addressed. The interventions and data collection took place in three biweekly meetings entitled, respectively, diagnosis, intervention, and evaluation. The academic training process is consolidated into a focus group coordinated by the responsible teacher. The form of interactive communication has potential for the apprehension of protective knowledge about child violence by children, as well as for the
educational and humanistic process of two academics. It was concluded that the medical course, when applying its
health education activities on sexual violence in the field of PHC practices, meets the training of humanistic skills and covers the responsibility of the health-promoting agent, gathering elements for action and engagement at a universal demand, view or social, economic and individual impact, two complaints potentially associated with low literacy of populations as a study.