A integração ensino, serviço e comunidade e a relação com a formação acadêmica: a percepção dos discentes do curso de Medicina de uma universidade pública de Alagoas

Abstract

Given the implementation of the National Health System (SUS) and the restructuring of the health services according to a new health care focus, the National Curricular Guidelines of the Undergraduate Medicine Course proposes a restructuring of the medical curriculum aimed at meeting the real health needs of the population and grounded on epidemiological reality as a determining factor in the health-disease process. This final course paper (TACC in Portuguese) consists of an article, developed from a study entitled “Teaching, Service and Community Integration and the Relationship with Academic Training: Perception of Medical Students from a Public University in Alagoas”, conducted in the Master’s in Professional Health Teaching program. The general objective of this research was to analyze the perception of graduating medical students from a public university in Alagoas state, Brazil regarding teaching-service-community integration and the relationship with academic and professional training. This is a qualitative exploratory study, involving interviews with students in the 11th semester of the Medical Course. Data analysis was carried out according to Bardin’s content analysis. Three analysis categories were established: the understanding of medical students about teaching-service-community integration; practical activities in basic care settings and the academia-health service relationship; and teaching-service-community integration and its repercussions for academic and professional training. The results show difficulties and obstacles in the teaching-service-community integration process, such as professionals refusing to receive students in practical settings, the fragile academia-service relationship, in addition to the difficulty faced by academia in providing a suitable environment for practical student activities. The findings also demonstrate the prevalence of the biomedical model, the repercussion of teaching-service-community integration for academic and professional training and the non-participation of preceptors from the service in the academic training process. Based on the results, a manual of practical activities in basic care settings was created. This manual aims at describing teaching-service-community integration strategies, and provide an instrument to establish the educational goals of students and their assessment of practical activities, encouraging them to reflect on the activities developed.