Professional training in physiotherapy: barriers to the diversification of practical learning scenarios and for teaching-service integration

Abstract

Introduction: Professional training in health, at present, aims to develop competencies and skills for a performance according the principles of the Unified Health System (SUS, in Portuguese). In this sense, the Ministries of Health and Education have set up devices for training reorientation that prioritize teaching-service integration and diversification of learning scenarios. Objective: To describe barriers to the diversification of practical learning scenarios and for teaching-service integration in a physiotherapy course from the perspective of teachers and students. Methods: This is a qualitative research developed according to the case study method, with the participation of 16 students and 11 teachers-physiotherapists. During the data collection three focus groups were established, two with students and one with professors, besides individual interviews with both the course coordinator and the pedagogical articulator of the National Program for the Reorientation of Professional Health Training of the assessed course. Data were analyzed through thematic content analysis. Results: Among the identified barriers there are students’ low participation in public health services; saturation of public health services for students to carry out practical activities; low number of physiotherapists in Primary Care; indirect relationship of Clinical School with SUS. Conclusion: In order to improve the teaching-service interaction and to diversify the learning scenarios it is necessary to prioritize an integrated planning of actions to overcome identified barriers, including the participation of both the university managers and health services.

Training physiotherapists in primary care: reflections on teaching-service integration

“…According to data from the National Registry for Higher Education Courses and Institutions (e-MEC), Londrina had 860 unfilled places for in-person physiotherapy courses in 2017 [23] across six different institutions, one state-run and the other five private. The low presence of students in public health services a major barrier to teaching-service integration [24].…”

“…The obstacles identified reflect the difficulties faced by undergraduate courses in terms of improving collaboration between teaching and healthcare services and diversifying professional practices. In order to overcome this issue, a collective movement is needed to encourage dialogue and greater integration between managers of higher education institutions, healthcare services and courses, that is, ensuring effective teachingservice integration [24]. Issues regarding specialties and their relationship with the public health system as well as collaboration between different areas of knowledge from a comprehensive care standpoint are areas for improvement in health-related training.…”

Barreiras Ao Ensino Da Atenção Básica Na Graduação Em Fisioterapia No Brasil

“…Os estudos foram predominantemente qualitativos com amostras que variaram de 4 a 126 indivíduos. Na maioria dos estudos encontrados, a amostra foi constituída por estudantes (ALMEIDA et al, 2018;BARCELLOS et al, 2019;BATISTON et al, 2018;GAUER et al, 2017;TEO, 2018;TRELHA, 2012;KASPER et al, 2021;MACIEL et al, 2005;NEVES, 2013;TEIXEIRA, 2015;NASCIMENTO et al, 2021;RODRIGUES et al, 2020;SERIANO;CARVALHO, 2013;SILVA et al, 2013;SOUZA et al, 2014). Nos estudos de Formiga et al (2012) Com relação às barreiras encontradas, estas podem ser agrupadas em: a) Barreiras pedagógicas: abordagem insuficiente de conceitos importantes relacionados à atenção primária, carga horária disponibilizada limitada nos currículos, dificuldade de oferta de estágios; b) Barreiras relacionais: dificuldade na inclusão de interdisciplinaridade na graduação, ausência de disciplinas e de metodologias de ensino que preparam para habilidades relacionais, dificuldades na integração entre gestores, equipes de saúde, supervisores e instituições de ensino.…”

“…Quando tais conceitos são abordados, apresentam-se em carga horária insuficiente no início do curso ou em matérias introdutórias, na maioria das vezes, de maneira teórica e, quando há vivências, estas também são limitadas. No, final da graduação, geralmente no estágio, é que os conteúdos são abordados, ou seja, os outros níveis de atenção seriam privilegiados durante todo o período do curso (BIM; GONZÁLEZ, 2020;FORMIGA, 2012;GAUER et al, 2017;SERIANO;CARVALHO, 2013); M(MIRANDA; TEIXEIRA, 2015) (SOUZA et al, 2014); (BARCELLOS et al, 2019;TEO, 2018;MACIEL et al, 2005;SILVA et al, 2013).…”