O PRÓ-SAÚDE e seus dilemas na universidade privada

Abstract

The PRÓ-SAÚDE and its dilemma in the private universityAbstract: The need for readjustment of health professional training has required approaches between universities, health services and demands of the population. In this direction, the Program for Reorientation of Health Professional Training (Pro-Health) seeks to encourage the accomplishment of the health curriculum guidelines in undergraduate courses through an articulation between school and health services. This study investigated the development of this program within a university context. Data on the Pro-Health experience of a private university (2008)(2009)(2010)(2011) were collected through interviews, participant observation, and analysis of institutional documents, focussing on the teacher's perception of the management, the conditions of participation and the implementation process of the project. Content analysis showed the usual tensions within health education, which, however, were intensified as the program strengthened the relationships between university, market and professional identity. It also evidenced how the Pro-Health policies induce changes in health education and how the program was restricted trough the terms of the labor contract of the professors of private universities. The study also highlights the need to monitor the projects and to make continuous investments, to expand the dissemination of information and to share projects between municipalities and universities, as well the adoption of a change management methodology to monitor the development processes of the projects and, in this manner, making possible the revision of strategies of reorientation of health training.

LGBTQ+ related curricular activities in Brazilian Dental Schools: Do institutional and/or deans’ profiles matter?

“…[10][11][12]24 Furthermore, it is essential for students undergoing training, deans and teachers of dental schools to understand that the existential trajectory of the LGBTQ+ population directly impacts their biopsychosocial and cultural factors (anxiety, depression, stress of minorities, smoking, alcoholism, drug addiction, use of antidepressants, eating disorders, self-care and self-image, xerostomia, quality of oral hygiene, access to dental services, and violence) that are linked to their increased risk for oral diseases (dental caries, periodontal diseases, tooth loss and tooth wear, oral cancer, temporomandibular disorders, oral manifestations for sexually transmitted infections and orofacial traumas). [11][12][13][14][15][16][17][18][19][25][26][27][28][29][30][31][32] Lastly, in continuation of considering the profile of dental deans, another important finding of the present study was the influence of the deans' gender on LGBQIA+ content. Among the 50 dental schools that reported the development of activities directed toward the aforementioned population group, 31 (62.0%) of them were coordinated by women.…”

A gestão da integração ensino-serviço nas escolas médicas do Paraná, PR, Brasil

“…a escola vê o campo de estágio como um local para resolver aquela demanda acadêmica e o campo de estágio vê a formação como uma mão de obra barata (GS16) Caracterizam-se pela forte influência causada pela demanda e a disponibilidade de contrapartidas requeridas e ofertadas pelos entes, condicionando as produções resultantes e gerando práticas desiguais em contextos únicos. conseguimos entrar com profissionais [...] inclusive não só médico, mas muitas vezes a unidade precisa de outros profissionais... "eu estou precisando de uma pessoa para gerenciar..." "eu preciso de um técnico de Raio X e não tenho como contratar" [...] essa questão facilita bastante (GE11) Se por um lado a identificação de necessidades e possibilidades por ambos os setores possa ser positiva, desafios nas relações assimétricas e de poder entre os envolvidos, resistência para o trabalho em conjunto com ações desarticuladas e não planejadas, o distanciamento entre instituições de ensino e serviço, bem como singularidades que resultam em diferentes graus de comprometimento, disponibilidade e valores associados à integração, podem comprometer a construção de uma prática efetiva 16,[20][21][22] .…”

“…a secretaria de saúde não foi criada para ser um campo de estágio [...] de um tempo para cá ela se tornou [...] como temos hoje muitas instituições [...] é difícil entender como funciona isso (GS12) O engajamento interinstitucional efetivo da educação com a saúde, articulando objetivos, convergindo demandas e expectativas e estabelecendo parcerias formais, de modo que a participação docente no planejamento dos serviços e dos profissionais dos serviços no ensino de fato aconteça, requer considerar a gestão e a governança locais em todos os seus aspectos, exigindo mediações complexas devido às singularidades e contradições existentes nessa relação 19,22,23,30 .…”

Management of teaching-service integration in medical schools in Paraná, SP, Brazil

“…We managed to bring professionals [...] including not only doctors, as often the center needs other professionals... "I need someone to manage..." "I need an X-ray technician and have no way of hiring one" [...] that facilitates things a lot (EM11) While the identification of needs and possibilities by both sectors can be positive, challenges such as asymmetrical power relations, resistance to working together resulting in disjointed and unplanned actions, distance between teaching and services, singularities that lead to varying degrees of commitment, and lack of willingness and recognition of the value of integration can hamper the development of effective practice 16,[20][21][22] .…”

“…The city council health department was not created to be a placement setting [...] it became one only recently [...] as we have a lot of institutions [...] it's difficult to understand how it works (SM12) For effective engagement between education institutions and health services -defining joint objectives, demands, and expectations, and establishing formal partnerships to ensure that academic staff and health professionals actively participate in health service planning and in the education process -it is important to consider all aspects of local management and governance. This engagement in turn requires complex mediation due to the singularities and contradictions present in this relationship 19,22,23,30 .…”