<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-5271</journal-id>
<journal-title><![CDATA[Revista Brasileira de Educação Médica]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. bras. educ. med.]]></abbrev-journal-title>
<issn>1981-5271</issn>
<publisher>
<publisher-name><![CDATA[Associação Brasileira de Educação Médica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-52712016000400621</article-id>
<article-id pub-id-type="doi">10.1590/1981-52712015v40n4e00732015</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A Evolução do Interesse do Estudante de Medicina a respeito da Atenção Primária no Decorrer da Graduação]]></article-title>
<article-title xml:lang="en"><![CDATA[The Evolution of Medical Students&#8217; Interest in Primary Healthcare throughout their Degree Course]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Campedelli-Lopes]]></surname>
<given-names><![CDATA[Andréa Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bicudo]]></surname>
<given-names><![CDATA[Angélica Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Antônio]]></surname>
<given-names><![CDATA[Maria Ângela R. de Góes M.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2016</year>
</pub-date>
<volume>40</volume>
<numero>4</numero>
<fpage>621</fpage>
<lpage>626</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712016000400621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712016000400621&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712016000400621&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO As Diretrizes Curriculares Nacionais para o Curso de Medicina de 2001 evidenciaram a necessidade de mudan&#231;as na educa&#231;&#227;o m&#233;dica para a forma&#231;&#227;o desses profissionais. As novas Diretrizes de 2014 vieram refor&#231;ar as mudan&#231;as para maior integra&#231;&#227;o ensino-servi&#231;o. A Faculdade de Ci&#234;ncias M&#233;dicas da Universidade Estadual de Campinas (Unicamp) promoveu uma mudan&#231;a, inserindo o estudante em atividades de Aten&#231;&#227;o Prim&#225;ria &#224; Sa&#250;de (APS) desde o primeiro ano, incluindo no quarto ano a disciplina Aten&#231;&#227;o Integral &#224; Sa&#250;de, na qual se vivencia a realidade da assist&#234;ncia em Unidades B&#225;sicas de Sa&#250;de (UBS) durante o ano letivo.   Objetivo  Avaliar o interesse do estudante em atuar como m&#233;dico na APS.   M&#233;todo  Question&#225;rio estruturado enviado ao terceiro, quarto, quinto e sexto anos de Medicina no ano de 2012, antes, durante e ap&#243;s a disciplina. A disciplina Aten&#231;&#227;o Integral &#224; Sa&#250;de foi criada e implementada durante a reforma curricular com a inten&#231;&#227;o de que os estudantes tivessem uma imers&#227;o na APS com responsabilidade e v&#237;nculo m&#233;dico-paciente, atendendo &#224;s DCN e formando m&#233;dicos para as necessidades da popula&#231;&#227;o. As outras disciplinas de inser&#231;&#227;o ensino-servi&#231;o que j&#225; existiam no internato tiveram adapta&#231;&#245;es durante a reforma sem transforma&#231;&#245;es.   Resultados  Observa-se uma mudan&#231;a no interesse em trabalhar na APS, que passou de 20,9% no terceiro ano de Medicina, dado confirmado por estudos anteriores, para 47% no sexto ano. Foram comparadas e analisadas estatisticamente respostas das turmas vinculadas ao estudo, mostrando que a inser&#231;&#227;o mais cedo na rede p&#250;blica com integra&#231;&#227;o ensino-servi&#231;o foi efetiva quanto &#224; mudan&#231;a de inten&#231;&#227;o de atuar como profissional m&#233;dico na APS. O cuidado com o ensino nos est&#225;gios nas UBS com professores e preceptores, mostrando qualidade e resolutividade no atendimento, pode ter auxiliado nesta mudan&#231;a nas inten&#231;&#245;es de atuar futuramente como profissionais na rede municipal de Sa&#250;de. ]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The National Curriculum Guidelines for the 2001 medical course highlighted the need for changes in medical education for training professionals. The new 2014 Guidelines strengthened the changes in order to promote greater integration between teaching and service. One change instigated by UNICAMP Faculty of Medical Sciences was to place students in Primary healthcare (PHC) activities from the first year, including the addition of an Integral Healthcare subject in the fourth year, where students experience the reality of primary healthcare in Basic Health Units (UBS) over the course of the academic year.   Objective  To assess student interest in working as doctors in APS.   Method  A structured questionnaire was sent to students in the 3rd, 4th, 5th, and 6th years of medical school in 2012, before, during, and after the course. The Integral Healthcare subject was created and implemented as part of the curriculum reform with the aim that the students would be immersed in APS, with responsibilities and doctor-patient bonds, meeting the DCNs and training physicians to the population&#8217;s needs. The other subjects related to teaching-service integration that were already part of the residency underwent adjustments during the reform but no transformations.   Results  A change in student interest in working in PHC was registered, rising from 20.9% in the 3rd year of medicine, as confirmed by previous studies, to 47% in the 6th year. The group responses were statistically compared and analyzed, and suggested that the earlier inclusion in the public healthcare network with teaching-service integration was effective at shifting the students&#8217; desire to work as medical professionals in PHC. Care with teaching during residencies at UBS with teachers and tutors demonstrating quality and resoluteness in attending the public may have influenced this change in the will to work as professionals in the Municipal Health Network in the future. ]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Atenção Primária à Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Sistema Único de Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Educação em Saúde]]></kwd>
<kwd lng="pt"><![CDATA[Estudantes]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Primary Healthcare]]></kwd>
<kwd lng="en"><![CDATA[Unified Healthcare System]]></kwd>
<kwd lng="en"><![CDATA[Health Education]]></kwd>
<kwd lng="en"><![CDATA[Students]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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