Estágio rural na formação médica: uma análise do ponto de vista discente

• Ano de defesa: 2015
• Autor(a) principal: Brasil, Allan Mike Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso embargado
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Ensino na Saúde; UFAL
• Palavras-chave em Português: Medicina – Estudo e ensino; Atenção primária à saúde; Formação médica; Internato e residência; Estágio rural; Medicine - Study and teaching; Primary health care; Medical training; Internship and residence; Rural internship; CNPQ::CIENCIAS DA SAUDE
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/2598

Introduction: rural internships enable experiences in health care in regions with lower preventive coverage, compared to the indexes of health and social determinants that impact these areas. The epithet “rural” does not depend solely on geographical boundaries, but on the characteristics of its health systems and its specific communities. Objectives: To analyse how students perceive their experience in rural internship programs, identifying the contributions to medical training, methodologies used and institutional support. Methods: Hybrid study of quantitative and qualitative approach, exploratory and descriptive, designed as a case study. A link to the semi-structured questionnaire was sent to students of medicine from a Federal Institution of Higher Education, with 23 questions, analysed according to each record unit: differences in conditions between the various practice settings, contribution of primary health care (PHC) to graduates in medical sciences, teaching learning processes, and training time apprenticeship in the course. Results: the diversity of scenarios favoured the development of teaching and learning activities in various public health programs that make up the purpose of this internship program. Contact with the Unified Health System (SUS) and its executors provided an opportunity to develop specific skills, emphasising the importance of PHC; stimulated integrated professional practice; and provided experiences about the political, socioeconomic and cultural aspects of that region. The methodologies used were: Community action projects, medical practices PHC and discussion of cases; and as arguments to perform the internship on the 11th period were: adequate prior knowledge, maturity, autonomy and other reality, being the contrary: Repetitive stage, late, structure similar to capital and medical residency. Conclusion: contributions from the reality and diversity of all scenarios – regarding the social and cultural determinants of individuals, the availability of preceptors, the possibility of the exercise of autonomy and interprofessionalism (IPE) they influence favourably, strengthening medical education in the SUS perspective. Other key findings were the insufficient institutional support, training of tutors and supervisors, lack of proper evaluation of feedback forms, and the underuse of scenarios such as day care and other socially important elements are limitations to be overcome for the strengthening of medical education.