Medical Student in the Family Health Strategy on the First Years of College: Perception of Graduates

Abstract

ReSuMOConsiderando o desconhecimento do efetivo significado da vivência de estudantes de medicina ao serem inserido Estratégia Saúde da Família (ESF) em séries iniciais do curso por meio de estratégias de ensino baseadas na problematizaçao da realidade, propôs-se a compreender tal inserção na ótica dos egressos. Estudo qualitativo realizado por meio de entrevistas com egressos formados nos anos de 2009, 2010 e 2011. A análise dos dados teve como referência a técnica da hermenêutica-dialética. Os egressos consideram que essa inserção possibilitou o conhecimento da organização e funcionamento do serviço de saúde e do contexto de vida dos usuários, facilitou a relação médico paciente, o desenvolvimento do raciocínio clínico e o vínculo. Destacam, no entanto, que a imaturidade do estudante impede maior aproveitamento da vivência. Embora essa trajetória esteja permeada por avanços e desafios, conclui-se que ela se mostra capaz de sedimentar elementos imprescindíveis à formação médica. deScRitOReS Saúde da família Ensino Educação médica AbStRActThere is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF)) during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the student's learning of certain essential elements of medical training. deScRiPtORS Family Health Teaching Medial Education ReSuMenConsiderando el desconocimiento del efectivo significado de la vivencia de estudiantes de medicina al ser inserido Estrategia Salud de la Familia (ESF) en series iniciales del curso por medio de estrategias de enseñanza basadas en la problematización de la realidad, se propuso a comprender tal inserción en la óptica de los egresos. Estudio cualitativo realizado por medio de entrevistas con egresos formados en los años de 2009, 2010 y 2011. El análisis de los datos tuvo como referencia la técnica de la hermenéutica-dialéctica. Los egresos consideran que esa inserción posibilitó el conocimiento de la organización ...

Ensino em saúde: aprendizagem a partir da prática profissional

“…According to the DCN for the Medicine and Nursing courses, it is expected that the training will provide professionals with the capacity to work considering people's health needs and directed by the aspects advocated by the SUS 1,24 . Thus, innovative strategies, such as the integration of the student into practice scenarios in the initial series favor the construction of the expanded view, as confirmed by the accounts of the portfolios, in which the students are acquainted with people's life context, the social determinants of the health-disease process and its complexity for health care, corroborating a study conducted with medical graduates 25 .…”

Entrustable professional activities for Junior Brazilian Medical Students in community medicine

“…Community medicine encompasses the comprehensive planning and provision of public health services and, when necessary, the management of access to higher-level medical care [36][37][38][39][40]. Furthermore, the workplace participation of medical students at an early stage is common in community medicine [41][42][43]. Given these differences in the context and scope of health care, it may be unsurprising that the previously reported EPAs used in undergraduate medical education appear not to be sufficiently transferable or applicable to the context of training in community medicine [2, 3, 6-14, 25, 26].…”

“…The tasks and content of these EPAs were defined through a systematic, Delphi study-based process [44][45][46]. The EPAs were created based on the competency-based curriculum of a Brazilian state-operated medical school, in which students in their first and second years of education actively participate in the provision of community medicine services in affiliated family health care units [41][42][43]47].…”