The experience with addressing health needs in a medicine curriculum: Analysis in the light of Grounded Theory

Abstract

Introduction: Medical training focusing on the biopsychosocial characteristics of the individual's health is a recent and not yet heterogeneous achievement. By consideanding the fundamental role of the teacher in the formation of the medical student, we highlight the need for a study that answers: "how is the experience of the professors of the medical course of the institution in relation to the approach of the concept of health needs and what factors positively or negatively influence this process?" Objectives: This research seeks to understand the experience of professors of the MEDICINE course at FAMEMA regarding the approach of the concept of Health Needs in the operationalization of the integrated and competency-oriented curriculum. Methods: The research has a qualitative approach, guided by the methodological framework of Grounded Theory (PDT). Semi-directed entrevistas were conducted remotely, with an interview script. The microanalysis and open coding procedures have already been performed, and the research is in axial coding. Results: 17 interviews were conducted. So far, 7 elements have emerged. These analyses brought the need to evaluate the institutional documents, especially the pedagogical project of the course and the so-called serial notebooks. The problems identified by teachers are listed, data that will serve as a support for the development of permanent education strategies in order to better prepare teachers for this approach. Conclusions: Considering the objective of the work and the research question, the use of TFD made it possible to organize the sampling in order to contemplate the diversity of actors and performances within the medical course, enabling speech space for teachers of all grades, educational units and management and construction groups. In addition, the preliminary analysis demonstrated the need to complement the research with the qualitative analysis of institutional documents about the course, enabling dialogue and parallels between them and the data emerging from the interviews.