Projeto Saúde no Território: ferramenta de integração ensino-serviço-comunidade no curso de Medicina

Abstract

The Health in the Territory Project (PST) is a tool used by the Family Health Strategy (ESF) and the Expanded Core Group of Family Health and Basic Care (NASF-AB) teams to elaborate effective strategies in the production of health in a territory, articulating the health services with other services and social policies, in order to invest in the quality of life and the autonomy of the communities. The objective was to analyze the PST under the perception of undergraduate medical students as a learning and assessment tool in the curricular component Integration Teaching-Service-Community (INESC). This is a descriptive and cross-sectional study with a qualitative approach. It was carried out in a private HEI in the interior of Minas Gerais through four focused groups with 38 academics from the first to the fourth year of medical school, in 2018. Transcripts were analyzed according to Bardin's Content Analysis and discovery of nuclei of meaning. The dialogue between researchers and academics resulted in three empirical categories constituted from the identification of the key concept cores: dispute of meanings, practices in the territory and actors involved in the process. The PST, in turn, in the perception of the academic, is a tool that brings education and service closer together. However, several points are raised to improve the application of this instrument as the approximation of theory to practice, dialogue between co-ordination and preceptors, leveling and alignment of preceptors and practices developed in the team and territory, planning actions in the territory, for the acquisition of longitudinal skills and competences according to the graduation in the course. Reflecting the professional practice with criticality promotes transformations in the work process and instrumentalizes the possibilities of formative evaluation of the teaching-learning process of the medical students of the medical course. In conclusion, I find it challenging to write about the health project in the territory from the perspective of the medical students of this institution and to identify in the speeches of each one that belonged to the focus group the potentialities and vulnerabilities of the PST in the INESC curricular component. This leads us to believe how this APS tool is potent for the production of health in the territory and what ways we must follow to improve the curricular component of Teaching-Service-Community Integration for the strengthening of the bonds. I show a strong shift in my teaching-learning process, putting me as an activator of this process of change, and can contribute in a systematized way to the growth of the medical course and the transformation of the egress profile of this institution.