Metodologias de ensino-aprendizagem utilizadas nas Residências Multiprofissionais em Saúde: revisão integrativa

Abstract

INTRODUCTION: Multiprofessional Health Residency Programs (MHRP) are a lato sensu postgraduate teaching modality. The institutions that offer the MHRP are responsible for organizing the pedagogical projects (PPs) of their respective programs and must be in line with the current legislation established by the Ministries of Education and also of Health. Considering that the National Curricular Guidelines (NCG) are aimed at Undergraduate Courses in the health area and aim to provide educational guidance, in the didactic-pedagogical field, to their undergraduates and graduates, it was understood in this study that, in the absence of specific regulation guiding institutions, NCG have become an important instrument reference and theoretical support for the elaboration of the aforementioned PP. OBJECTIVE: To understand the teaching-learning methodologies recommended by the PRMS, in the southeast region of Brazil, with an emphasis on identifying agreement between their PPs and the NCG for health courses, as well as recognizing the method(s) , often recommended by MHRP. METHODOLOGY: The study chose to establish two stages in the construction/collection of data and for the categorization of studies. The first aimed to study the PPs of Multiprofessional Health Residencies, selected in the Southeast region; and the second, identified, together with the literature databases, being Latin American and Caribbean Literature in Health Sciences (LILACS); International Literature in Health Sciences/Medical Literature Analysis and Retrieval System Online (MEDLINE); VHL (Virtual Health Library) and Google Scholar. A total of 31 documents were selected. To structure the central ideas, this study organized the analyzes of the methodological characteristics of the article studies and pedagogical projects into six thematic categories, in order to facilitate and organize the discussion into meaning cores, namely: (1) proposed methods; (2) most used techniques and technologies; (3) evaluation and compliance with the method; (4) teaching-learning recommendations; (5) difficulties and facilities in using the method and (6) projects in compliance with the NCG in the health area. All teaching-learning modalities in the residency were included for this analysis, that is, practice fields, theoretical discipline and theoretical-practical spaces. RESULTS AND DISCUSSION: Among the general characteristics of PPs, there was a prevalence of Public Universities accredited in MHRP, with an average of 3 multidisciplinary programs offered per institution, with a greater concentration of programs in the area of primary care. For the year in which the Multiprofessional Residency Program was completed, there is a variation between ages, with: in 2002 being the oldest MHR program in Brazil, and in 2020 being the most contemporary. As a milestone in the years of preparation of the PPs, there are projects that were formed from 2010 onwards, with year variations until 2024. In turn, among the general characteristics of the selected articles, the country and the predominant language in the research were, respectively, the Brazil and the Portuguese Language. The year of publication ranges from 2015 to 2024, with the highest percentage of studies in 2019. FINAL CONSIDERATIONS: The study revealed important results for the knowledge of the teaching-learning methodologies recommended by the MHRP in health, in the southeast region of Brazil and for the promising identification of conformity between the pedagogical projects of the MHR and the NCG for courses in the area of health. It is noteworthy that among the teaching-learning methodologies mentioned in the documents, the prevalence of use of active methods is indicated in relation to traditional or mixed methods. Regarding compliance between PPs and NCG, it is understood that all pedagogical projects analyzed in this study are aligned with the assumptions of the aforementioned guidelines. However, better elaboration and robustness can be seen in PPs that precisely define their methods, objectives and present paths (tools) for this significant teaching-learning. This study becomes relevant in order to sharpen the curiosity of researchers so that new studies can be carried out on the topic and that all actors involved in the teaching-learning process (residents, teachers, managers, preceptors and tutors) can reflect on the act of teaching and learning and not seeing them as a verticalized and transmissive process, but rather, with the possibility of significant changes to health training and care.