O ensino médico na UFAM: reflexões sobre a formação de professores e de médicos para as demandas de saúde a partir da experiência do Internato Rural

Abstract

This research presents reflections on the challenge of medical schools, which is the training of teachers who are able to prepare future doctors capable of meeting the demands of the population and health policy. This is a thesis that was developed under the PPGE, UFAM, Area of Concentration: Research Line 3 – Educator Training and Praxis in the face of Amazonian Challenges. The main objective of the research is, based on the perceptions of the course professors and the graduates of the Preventive and Social Medicine module/Rural Internship of the Mandatory Curricular Internship, to reflect on medical education in the face of the population's health demands as a challenge for the teacher of Medicine at the Federal University of Amazonas-UFAM, considering the current public policies in the health area in Brazil. The research has the philosophical support of dialectical hermeneutics in the qualitative approach, of the descriptive type. In order to understand the theme, documental research and participant and self-ethnographic observation were used. From documental research, data from questionnaires applied to volunteer teachers and students allow characterizing the profile and perception of these actors. The results show that students enter the course in adolescence, and most have economic conditions that allowed them to attend high school in a private school. The internship in the rural area was important for learning, especially when they were inserted in the work process in Basic River Health Units and home visits as scenarios with the greatest impact. The teachers are doctors and mostly young people, graduated between 5-10 years old; they are doctors and work part-time. Even referring to knowledge of the National Curriculum Guidelines, it maintains the paradigm of specialization in the disciplines, but they already recognize the need for practices in Primary Care. They are not satisfied with the remuneration, work environment and technological resources to support teaching and feel little motivated to teach, and their suggestions for change focus on increasing the practical workload of their subjects. The continuity and deepening of studies in a longitudinal way, and new investigations in the area, may contribute to the contribution of new scientifically systematized knowledge on the subject.