Introduction:

The implementation of the National Curriculum Guidelines for medicine in 2001 and 2014 brought about changes in undergraduate medical training provided by teaching-service integration in Primary Health Care (PHC) since the initial years of the course, and proposed a training that is generalist, critical and reflective.

Objective:

Identify the contributions that teaching-service interaction can offer for the production of a meaningful learning space, in the setting of a Family Health Unit.

Method:

A qualitative approach study with Conversation Wheels with students from the 1st, 3rd and 5th periods of the medical course in order to analyze their impressions at the start, midway through and at the end of the subject. Content Analysis was used to systematize and analyze the data obtained.

Results:

Pedagogical cycles were considered learning opportunities; the reflective portfolios did not meet the objectives of formative assessment and insertion into practice enabled an understanding of the specific and complementary characteristics of the professions in addition to the importance of teamwork. The value of the Home Visit was highlighted, however, a lack of clear objectives hinder its role of developing communication skills, accepting demands and making care responsible.

Conclusions:

The early insertion of undergraduate medical students into primary care settings provides meaningful learning experiences and enhances the articulated and procedural use of tools such as the HV and the portfolio. Although policies favor teaching-service-community integration, instigating inaugural movements within the hegemonically consolidated models, placing PHC at the center of the process, remains a major challenge.

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