Resumo

COELHO, Bernadete Perez; MIRANDA, Gabriella Morais Duarte  e  COUTINHO NETO, Oscar Bandeira. Training-Intervention in Primary Care, a Pedagogical Gamble on Medical Education. Rev. Bras. Educ. Med. [online]. 2019, vol.43, n.1, suppl.1, pp.632-640. ISSN 1981-5271.  https://doi.org/10.1590/1981-5271v43suplemento1-20190085.

The implementation of the Unified Health System and the recognition of primary health care as a reorientation of the health care model have brought about the need for new training processes that incorporate teaching and learning into work processes. We present an experience report on the implementation of the Basic Care Fundamentals I and II modules (FABS I and FABS II), offered to students of a public university in the northeast of Brazil. With a module-based structure, the tutorial model is adopted as a pedagogical orientation and starts from the longitudinal presupposition, ensuring the student maintains continuous and consistent contact with the topics addressed and with the PHC services and the other nodes that make up the health network. Bi-annual meetings strengthen the consolidation of the teaching-service relationship, providing a permanent evaluation of the processes experienced in the Health Units, in a reflective, historical, critical and transformative perspective. The first module represents a theoretical-practical introduction to PHC and the second module, focused on professional development and social commitment, deepens the theoretical-practical notions about PHC and the physician’s performance in this context. After each tutorial, the students experience, in the meetings with and from within the Family Health Units, the topics addressed and their relationship with the territory and with those who live and work there. In the context of undergraduate health training, involving students in the daily primary care routine is fundamental, considering the inseparable nature of theory and practice, the conversation circle as a democratic method in tutoring, and the supply and demand of the themes in collective discussion. We broadened our analysis of the role of the teacher-supporter, as a dual function to support both student and care network involved in the training-intervention process. The enhancement of the teaching-service-community integration contributes to the training of professionals for the country’s health system and implies the defense of political guidelines for the legitimacy and sustainability of primary care.

Palavras-chave : Medical Education; Education, Higher; Primary Health Care.

        · resumo em Português     · texto em Português     · Português ( pdf )