O ensino da clínica ampliada na atençao priméria à saúde: percepções e vivências de alunos de graduação médica

• Ano de defesa: 2013
• Autor(a) principal: Godoy, Daniele Cristina [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Educação medica; Cuidados primários de saúde; Ensino superior; Avaliação educacional; Pesquisa qualitativa; Primary health care
• Link de acesso: http://hdl.handle.net/11449/108589

Many medical schools worldwide have sought to redirect professional education with the purpose to cause an impact on the correction of some of the problems in the current technological medicine. These institutions have been encouraged to change towards teaching procedures that will value care provision quality and the humanization of practices. In Brazil, after the creation of the Unified Public Health System (SUS), medical schools have been provoked to adapt to the needs of the system. Curricular guidelines and the inductive role played by the Ministries of Health and Education, in face of different programs for support to the restructuration of professional education in health care, were some of the elements of support to such processes of change. Among the strategies proposed and adopted is the earlier exposure of medical students to patients, patients’ relatives and communities. In this perspective, in 2002, the Botucatu School of Medicine created the University, Services and Community Interaction Program (IUSC), which is managed by students attending the three first years of the Undergraduate Medical Program, in teaching-learning scenarios in the community. The field of this study was the IUSC III course taught to third-year students in the medical program. The main activity in this course is the performance of supervised medical consultation which is guided by the conceptualizations of humanization and integrality. One of the evaluation strategies in the course is the recording of the activities performed, including its difficult and easy aspects, as well as of reflections, on a field diary produced by students. By basing on such diary as a documental source, this investigation sought to understand students’ experiences and perceptions of the course, to identify, describe and analyze the main topics addressed and, finally, to analyze the diary as a potential instrument to evaluate students´education. It is a qualitative ...