Carga horária de saúde coletiva antes do internato em escolas médicas brasileiras

Oliveira, Sofia Romay; Martini, Athos Paulo Santos; Grosseman, Suely

doi:10.1590/1981-5271v45.1-20200273

“…Tais números de horas e percentual da carga horária total do curso são menores que a mediana nacional, que foram, respectivamente, 440 e 5,4% 12 . As disciplinas e o internato de APS totalizam 855 horas, 9,7% da carga horária total.…”

Section: Relato De Experiênciaunclassified

Itinerários terapêuticos na formação médica: dispositivo para o ensino da Saúde Coletiva

Possa

¹

,

Meneguelli

²

,

Costa

³

et al. 2022

Rev. bras. educ. med.

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Introduction: The implementation of innovative pedagogical strategies in medical training is the discipline of this experience report. It aims to present the systematization of Therapeutic Itineraries (TI) and the production of Singular Therapeutic Projects (STP) for users of the Brazilian Unified Health System as a learning tool for the teaching of Public Health. Experience report: created based on the experience of teachers and monitors involved with this training in the undergraduate Medical School of Universidade Federal de Santa Maria, Rio Grande do Sul, Brazil, between the years 2017 and 2019. The TIs were initially considered from a perspective restricted to the description and analysis of the organization of the health care network (HCN), the access and flows in the services. Based on the debates, contents and production of the STPs, the TIs were revisited in order to contribute to students’ understanding of the relationship between the broader social structure and the individuality of people, their needs and the health care processes. Discussion: The experience, as proposed in its formulation, allowed the articulation of theoretical and practical fields and was a tool that articulated the different programmatic contents proposed in the Discipline of Public Health II. It has also become a viable pedagogical strategy in the real circumstances of offering the discipline, in a context in which Public Health can be more present in professional training. Conclusion: The action-reflection-action process allowed, at first, to recognize the Health Care Network, a structural component of the system. Based on the construction of the STP and the debate on the lines of comprehensive care, it was possible to qualify the analysis. The systematization of TI is a theoretical-methodological approach consolidated in health research and was a tool that showed to be effective for the teaching of Public Health and for learning about the practices and reconfiguration of the work of teachers and monitors on the discipline and, therefore, a permanent education strategy for both students and those responsible for their training.

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Therapeutic itineraries in medical education: a device for teaching Public Health in times of pandemic

Possa

¹

,

Meneguelli

²

,

Costa

³

et al. 2022

Rev. bras. educ. med.

0

View full text Add to dashboard Cite

Introduction: The implementation of innovative pedagogical strategies in medical training is the discipline of this experience report. It aims to present the systematization of Therapeutic Itineraries (TI) and the production of Singular Therapeutic Projects (STP) for users of the Brazilian Unified Health System as a learning tool for the teaching of Public Health. Experience report: created based on the experience of teachers and monitors involved with this training in the undergraduate Medical School of Universidade Federal de Santa Maria, Rio Grande do Sul, Brazil, between the years 2017 and 2019. The TIs were initially considered from a perspective restricted to the description and analysis of the organization of the health care network (HCN), the access and flows in the services. Based on the debates, contents and production of the STPs, the TIs were revisited in order to contribute to students’ understanding of the relationship between the broader social structure and the individuality of people, their needs and the health care processes. Discussion: The experience, as proposed in its formulation, allowed the articulation of theoretical and practical fields and was a tool that articulated the different programmatic contents proposed in the Discipline of Public Health II. It has also become a viable pedagogical strategy in the real circumstances of offering the discipline, in a context in which Public Health can be more present in professional training. Conclusion: The action-reflection-action process allowed, at first, to recognize the Health Care Network, a structural component of the system. Based on the construction of the STP and the debate on the lines of comprehensive care, it was possible to qualify the analysis. The systematization of TI is a theoretical-methodological approach consolidated in health research and was a tool that showed to be effective for the teaching of Public Health and for learning about the practices and reconfiguration of the work of teachers and monitors on the discipline and, therefore, a permanent education strategy for both students and those responsible for their training.

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Formação médica e cenários da APS: percepção dos estudantes e preceptores do curso de medicina

Massena¹

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A preocupação, na realidade brasileira, em promover um ensino médico adequado às reais necessidades da população ocorre desde o século XIX. A transição do modelo hospitalocêntrico de ensino para um formato centrado no paciente e na Atenção Primária à Saúde precisa ocorrer não apenas nos currículos das escolas médicas, mas também na mudança de pensamento de todos envolvidos: docentes, discentes, coordenadores e gestores do SUS. O presente estudo buscou analisar a percepção de estudantes e preceptores de um curso de medicina da Zona da Mata Mineira sobre a aplicação das competências propostas pela Diretrizes Curriculares Nacionais de 2014(DCN/2014), nas atividades práticas realizadas no cenário da Atenção Primária à Saúde. Foram aplicados questionários estruturados por meio do Google Forms, sendo os dados compilados para o programa Excel da Microsoft e analisados pelo programa SPSS.25. Após aplicação deste instrumento foram realizados três grupos focais com estudantes e um com preceptores. Os participantes dos grupos foram escolhidos aleatoriamente, de forma a representar cada período do curso e foi composto, cada um, por oito integrantes. Foi utilizada a Técnica de Bardin para organização dos dados dos grupos focais para sua posterior análise. Um total de 237 estudantes (71,6%) e 19 (70,4%) preceptores responderam ao questionário. Na percepção dos alunos e preceptores, as práticas na Atenção Primária à Saúde contribuem para o reconhecimento da determinação social do processo saúde-doença, para a compreensão da relevância do trabalho multiprofissional e interprofissional entre as equipes de saúde, preparam o estudante para trabalhar na Atenção Básica e permite que os atributos dos SUS sejam vivenciados durante o período de formação. No entanto, a permanência do estudante na atenção básica não contribuiu para promover a intenção dos estudantes da amostra em se especializar em Medicina de Família e Comunidade.

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Carga horária de saúde coletiva antes do internato em escolas médicas brasileiras

Cited by 3 publications

References 22 publications

Itinerários terapêuticos na formação médica: dispositivo para o ensino da Saúde Coletiva

Itinerários terapêuticos na formação médica: dispositivo para o ensino da Saúde Coletiva

Therapeutic itineraries in medical education: a device for teaching Public Health in times of pandemic

Formação médica e cenários da APS: percepção dos estudantes e preceptores do curso de medicina

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