A integração ensino/serviço público em odontologia e a percepção de profissionais atuantes no município de Vitória/ES

• Ano de defesa: 2014
• Autor(a) principal: Faé, Jeusa Maria
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Clinica Odontológica; Centro de Ciências da Saúde; UFES; Programa de Pós-Graduação em Clínica Odontológica
• Palavras-chave em Português: Unified Health System; Public Health; Teaching Care Integration Services; Dentistry; Sistema Único de Saúde; Serviços de Integração Docente-Assistencial; Clínicas dentárias; Saúde pública - Vitória (ES); Cuidados primários de saúde - Vitória (ES); Odontologia - Estudo e ensino; Odontologia; 616.314
• Link de acesso: http://repositorio.ufes.br/handle/10/8183

The teaching/service integration in terms of a process of reorientation of practices in service, alows better serve the bring the University of reality of the health service. Objective: The aim of this study was to discuss aspects of the teaching/service integration Dentistry in Brazil and analyze the perceptions of managers and preceptors dentists about the teaching/service integration. Methods: This is a qualitative study in which was conducted a literature review from literature survey in the databases of the Scientific Electronic Library Online (SciELO) and LILACS, using keywords: Teaching/Service integration; Curricular training; Dentistry; Education Program for Health at Work; PET-Health; Primary health care; Professional practices. In addition, was used a guide script for four managers and another for seven preceptors of Work Health Education Program (2010-2012) and of Extramuro Intership in Health Promotion II (2012) in the course of Dentistry of the Federal University of Espirito Santo. For data analysis, was used The Thematic Content Analysis proposed by Bardin that revealed four categories: teaching and learning, contributions to the service, interpersonal relation and professional formation. Results: Professionals noticed as satisfactory teachingservice integration and highlighted the exchange of experiences between professionals and academics as an important aspect. Also reported that there is enrichment of the academic training of future dentists, practice experience of reality in the training field, stimulate productivity in underserved areas, such as educational activities, and good acceptance by users. Stated, however, that there are limitations, such as those related to infrastructure and overhead professional. Conclusions: The study allowed from the perception of professional participants and the literature, the teaching-service integration is seen as a driver for change processes in the formation, and that the UHS is a privileged and fundamental space for such training and knowledge exchange.