Permanent health education based on research with professionals of a multidisciplinary residency program: case study

Abstract

This research aims to identify the perception of professional members of a multi-professional residency program on Permanent Health Education. It is a case study research using a qualitative approach, with sixteen members of a multi-professional residency program. The data were collected from January to May 2012, through semi-structured interviews, document analysis and systematic observation, and analyzed according to Thematic Content Analysis. Two categories were identified: Permanent Health Education establishing collective spaces of reflection of practices and Permanent Health Education that promotes integration between disciplines. The members of the multiprofessional residency team were found to be aware that permanent education permeates their training and enables reflection on their clinical practices and multidisciplinary action as producers of health actions.

Processo Ensino-Aprendizagem Nas Preceptorias Em Saúde

“…Assim, estabeleceu que as RMS são destinadas preferencialmente aos recémgraduados com o objetivo da formação de profissionais em nível de pós-graduação, para a inserção qualificada no mercado de trabalho a fim de atenderem em áreas de prioridade para o SUS, tendo como proposta a integração ensino-serviço-comunidade para essa formação (BRASIL, 2012). Esse enfoque multiprofissional da residência contribui para o desenvolvimento do trabalho em equipe multidisciplinar, pois as RMS se dão como as demais residências no cotidiano do trabalho e acompanhadas diariamente por um preceptor (SILVA et al, 2014).…”

Atuação dos Residentes Multiprofissionais em Saúde: percepções de trabalhadores dos serviços de saúde mental

“…Desta forma, os profissionais integrantes do Programa de Residência Multiprofissional em Saúde constituem as equipes de saúde, desenvolvendo ações de Educação Permanente em Saúde, incentivando a construção interdisciplinar e a reorientação das lógicas tecnoassistenciais (SILVA CTD, et al, 2014). Assim, faz-se necessário que as oportunidades de formação sejam ampliadas com vistas a atender às demandas sociais crescentes, fortalecendo a construção de um modelo assistencial pautado nos princípios que norteiam o Sistema Único de Saúde (SUS) (FORTE FDS, et al, 2016).…”

Educação permanente em saúde na atenção básica: percepção dos gestores municipais de saúde

“…The educational proposals matching the EPS are, therefore, designed and developed from the needs highlighted in the work process and the use of different educational precepts, especially, significant learning (4) . In PNEPS, meaningful learning is a widespread educational precept that proposes a more active role in the educational process and valuation of previous experiences to the student (5) . EPS is not an appendix, it lacks understanding by managers as a part of health work management.…”

“…It is based on institutionalized health practices and its implementation makes reference to the everyday problems of health teams, that seek to generate changes in practices, organization, relationships and the work process (5) . As mentioned above (1.3) , the EPS can contribute to changes in health management, transforming the workspace through critical, reflective, socially committed and technically competent performances (5) . Changes in labor management in primary care, in particular from the work process, therefore, are in line with EPS' proposal (6) .…”