Atenção básica e formação profissional em saúde: inovações na Amazônia

Teaching work in Medicine at a federal university in the Southern region Brazil

“…The curriculum provides weekly immersions/ experiences in Basic Health Units (BHU) of the SUS, from the first to the eighth semester, as part of the programmatic content of the menus of the "Collective Health" component. This procedure acts as a trigger for pedagogical processes (Ferla et al, 2017), whose learning in medical training is closely linked to the daily professional practice (Ferla et al, 2017;Matos, 2016), "empowering reality" (Fonsêca;Souza, 2019, p. 4).…”

“…The National Curriculum Guidelines (Diretrizes Curriculares Nacionais, DCN) for medical courses (Brasil, 2001(Brasil, , 2014 instruct that medical education should strongly contemplate the social determinants in population health, as well as health systems and services (Ferla et al, 2017;Malvezzi, 2021;Meireles;Fernandes;Silva, 2019;Santos, Shimizu, 2019;Pinto et al, 2019b). The DCN in force emphasize Basic Care (BC), recommending the insertion of students since the early stages of the course, notably on the field of knowledge and practices of collective health, aiming at greater criticality and complex clinical reasoning, and stimulating greater self-awareness in students (Bursztyn, 2015).…”

“…These legal frameworks served as starting points for the definition of educational processes (pedagogical, methodological and institutional) that may be considered innovation-producing devices in medical training (Ferla et al, 2017). Medical demography, training, and the exercise of the profession have been regulated by the government in the last decade through the DCN (Brasil, 2014) and the Mais Médicos Program (PMM) (Brasil, 2013).…”

“…Also worthy of notice is the resistance of professors (Fonsêca;Souza, 2019), students Matos, 2016), the medical corporation (Pinto et al, 2019a) and a visible part of society, with a stereotype conveyed by the media reinforcing the image of the doctor in a traditional reference system (Chehuen Neto et al, 2013;Meireles et al, 2019;Costa;Arruda, 2021). Ferla et al (2017) and Menezes Júnior, Costa and Arruda (2021) warn, in different ways, that it is necessary to be vigilant as opposing forces can boycott the innovative potential of the Course Pedagogical Projects (PPC), even when formulated based on the DCN and started recently, free of the weight of tradition and the challenge of change in institutions.…”