Educação permanente nas residências em saúde: percepção de residentes

• Ano de defesa: 2022
• Autor(a) principal: Barbosa, Virgínia Matias de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Medicina; Mestrado Profissional em Saúde da Família; UFPB
• Palavras-chave em Português: Educação na saúde; Atenção Primária - Saúde; Formação profissional em saúde; Primary Health Care; Professional training in health; Permanent education; CNPQ::CIENCIAS DA SAUDE
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/31059

Permanent Education in Health (EPS) was established as a public policy in 2004 (through Ordinance nº198/GM/MS), being a strategy of the Unified Health System fortraining that is based on the possibility of transforming professional practices and reorganizing of the work process. The Health Residencies have in their premises the use of in-service training and training through work, inserting them selves in the perspective of EPS. The present research aimed to understand how EPSisperceived by second-year residents (R2) and graduates of two programs: the Multiprofessional Residency in Family and Community Health (RMSFC) inthecityofJoão Pessoa-PB and the Residency in Medicine of Family and Community(RMFC) of the Federal University of Paraíba (UFPB) during the residency and after its conclusion. It is a cross-sectional, exploratory field study with a mixed approachandconvergent parallel design. This is a stage of the research project “Continuing Education and Interprofessionality in Health Residencies in Paraíba”, which covers Residency Programs in the capital and hinterland of the state of Paraíba. The investigation scenarios were two programs (one of RMSFC and one of RMFC) that develop their activities in the Family Health Units (USFs) of João Pessoa-PB.Participated in the research 44 graduates answering a questionnaire and 12 R2 volunteers who underwent semi-structured interviews where the saturation criterion was used. Qualitative and quantitative data were collected separately and simultane ously, with the same weight, being analyzed separately and, consequently,the information was merged. Quantitative data were analyzed using descriptive statistics. The interviews were audio-recorded, transcribed, validate dandlater analyzed using Bardin's content analysis technique. The databases weremerged using the convergent parallel strategy. The thematic categories that emerged were discussed in the study group, they are: Perception of EPS; Protagonism of the resident in the EPS; New practices based on meaningful learning and Dichotomy between teaching and care production. It was found that the participants understand the importance of teaching and learning in the practice of EPS in order to enhance interprofessional practice in solving problems arising from the routine of USFs. Facedwith the difficulties encountered in developing EPS, it is necessary to plan and monitor moments for EPS practice and evaluation. Therefore, coordination between the actors is necessary: management, training institution, health workersand 11 users, through constant negotiation of practices to be developed in favor of thequality of care provided, professional appreciation and satisfaction of all involved. Inview of the fusion of the results of the approaches, it was possible to observe convergence in the emphasis on how essential the development of EPS in Primary Health Care (PHC) is, and how residency programs are linked to this practice. They enable their development and enable reflection on the care provided, creating path swith professionals to change practices. This study is relevant for strengthening the teaching-service-social-control interaction with emphasis on the debate on EPS.