Estudo de caso sobre a relação ensino-serviço na implantação da Preceptoria Médica em Saúde da Família da Universidade Federal do Triângulo Mineiro

Abstract

INTRODUCTION: Federal University of the Triângulo Mineiro (UFTM) results from the act of creating Law 11,152 of July 29, 2005, which transformed the Medical School of the Triângulo Mineiro into a University. Although currently offering other courses in the health area, there is a centrality in the medical course at this institution, which consolidated it as a reference in the training of doctors. The publication of the National Curricular Guidelines in 2014 impacted the reformulation of the curriculum of the course, held in 2018. In this process, an attempt is made to respond to the demands of the health system in force in Brazil resulting from the enactment of Law 12871/2013, which establishes the More Doctors Program. Two central proposals are presented: a training model based on Basic Attention and changes in pedagogical practices that are now centered on the student through the use of active methodologies. As in other educational institutions, the insertion of students in the service network has not occurred automatically or free from conflicts and limitations. In this context of apparent desire / need for change is that the proposal to create the position of preceptor, professional that would assume the role of the teacher-clinician in the training of medical student in Primary Care, was presented. Thus, this research sought to understand the perception of teachers and preceptors directly linked to the disciplines related to Collective Health on the teaching-service relationship and their perception on the strategy of contracting preceptors by UFTM. METHODOLOGY: A qualitative research was carried out based on documentary data and produced through interviews. Three teachers and three preceptors participated in the study. The data were collected and subsequently the content analysis was performed. The thematic analysis revealed three thematic nuclei that were grouped in the categories "Difficult Context"; "Confusion of Expectations"; and "Loose Wires".

RESULTS: When discussing "Difficult Context", we are facing the challenges of implementing new medical curricula that demand new health practices and insertion into the human resources training network. Departing from the difficult context, the (con) fusion between the roles of teacher and preceptor seems to produce a main framework of this category named as "mismatch of expectations". In "loose wires", the permanence of another gap seems to be revealed, now between the university and the municipal network. CONCLUSION: Thus, the research shows that there is no simple way to integrate teaching-service. The interdependence of the actors indicates that the challenge to be overcome demands the construction of agendas and collective decision spaces. The sharing of the preceptors can move from the position of only a bureaucratic effect of guarantee of field of practice to a dialogical experience of training of human resources for the SUS, valorization of the preceptoria and alliance among the actors of the network.