<?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>S1981-52712020000100209</article-id>
<article-id pub-id-type="doi">10.1590/1981-5271v44.1-20190149</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Construindo o Internato de Saúde Mental: a Experiência da Universidade São Francisco]]></article-title>
<article-title xml:lang="en"><![CDATA[Creating a Mental Health Internship Program: the Experience of Universidade São Francisco]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Paulin]]></surname>
<given-names><![CDATA[Luiz Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poças]]></surname>
<given-names><![CDATA[Regina Caeli Guerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Giraldez]]></surname>
<given-names><![CDATA[Fabio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marim]]></surname>
<given-names><![CDATA[Juliana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Centelhas]]></surname>
<given-names><![CDATA[Ivan]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nicolucci]]></surname>
<given-names><![CDATA[Camila]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade São Francisco  ]]></institution>
<addr-line><![CDATA[Bragança Paulista São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2020</year>
</pub-date>
<volume>44</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-52712020000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-52712020000100209&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-52712020000100209&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Introdução: O modelo de formação médica no Brasil vem apresentando importantes modificações nos últimos anos. Com o lançamento do Programa Mais Médicos em 2013, cujo propósito era a formação de recursos humanos na área médica para atuarem preferencialmente em áreas carentes, sob a referência do Sistema Único de Saúde (SUS), e o posterior lançamento das Diretrizes Curriculares Nacionais, no ano seguinte, uma nova realidade se apresentou em relação ao internato médico, quanto à necessidade do módulo de saúde mental. O surgimento de novas escolas médicas, bem como a inexistência de internato de saúde mental em escolas mais antigas, pressupõe a reflexão e viabilização desse novo campo de atuação. O artigo propõe apresentar a experiência do curso de Medicina da Universidade São Francisco (USF), de Bragança Paulista, que desenvolve internato de saúde mental há 15 anos.  Método:  Como premissa estrutural estabelecemos cinco norteadores de organização, planejamento e execução do internato, respeitando a especificidade e realidade de cada curso no que tange à carga horária, ao corpo docente e aos cenários de aprendizagem.  Resultados: O objetivo é apresentar informações sobre o conteúdo programático de saúde mental na graduação, a estruturação do internato, a existência de internato próprio de saúde mental ou vinculado a um módulo mais abrangente, a carga horária existente, a distribuição do número de alunos por módulo, o número de docentes e os cenários de aprendizagem existentes.  Conclusão: Os autores apresentam o modelo de funcionamento do internato de saúde mental do curso de Medicina da USF, que deve servir como proposta de viabilização e norteamento para os cursos de Medicina que necessitam de um referencial de formação. A educação médica que se encontra em importante momento de inflexão deve formar profissionais que, mesmo não sendo psiquiatras, sintam-se preparados para as demandas de saúde mental, que se apresentam no cotidiano da atenção à saúde, sob a estruturação dos princípios básicos do SUS.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Introduction: The medical education model in Brazil has been going through major changes in recent years. With the introduction of the &#8220;More Doctors&#8221; Program in 2013, which proposes to train human resources in the medical field to work preferentially in Brazil&#8217;s neediest regions under the reference of the Brazilian Unified Health System (SUS), and the subsequent launching in the following year of the National Curriculum Guidelines for medical courses, a new reality was introduced regarding medical internship and the need for a mental health module. The emergence of new medical schools, as well as the lack of mental health internship programs in older schools, presupposes the necessity of reflection and viability of this new field of activity. This article aims at presenting the experience of the São Francisco University (USF) medical course in Bragança Paulista, which has been developing its mental health internship program for fifteen years.  Method:  As the structural premise, we established five guiding principles for the organization, planning and implementation of the internship program, respecting the specificity and reality of each course regarding the workload, faculty and learning scenarios.  Results: It seeks to know about the programmatic content of mental health in medical courses, the internship structure, the existence of a mental health internship program of its own or related to a more comprehensive module, the existing workload, the number of students distributed among the modules, the number of faculty members and the learning scenarios.  Conclusion: The authors present the operating model of the mental health internship program of the medical course at USF, in order to serve as a proposal of viability and guidance for medical courses that seek for a training referential. It is concluded that medical education, which faces an important moment of change-over, can train professionals who, even if they do not become psychiatrists, feel prepared for the mental health demands that can emerge during the healthcare routine and under the basic principles of SUS.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psiquiatria/Educação]]></kwd>
<kwd lng="pt"><![CDATA[Currículo]]></kwd>
<kwd lng="pt"><![CDATA[Educação Médica]]></kwd>
<kwd lng="pt"><![CDATA[Internato de Medicina]]></kwd>
<kwd lng="pt"><![CDATA[Saúde Mental]]></kwd>
<kwd lng="en"><![CDATA[Education/Psychiatry]]></kwd>
<kwd lng="en"><![CDATA[Curriculum]]></kwd>
<kwd lng="en"><![CDATA[Medical Education]]></kwd>
<kwd lng="en"><![CDATA[Internship]]></kwd>
<kwd lng="en"><![CDATA[Mental Health]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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