Integração ensino-serviço-comunidade na visão de docentes dos cursos de Enfermagem, Medicina e Odontologia

Abstract

The teaching-service-community integration proves to be an important strategy to achieve the changes outlined by the Brazilian Curriculum Guidelines (DCN, as per its acronym in Portuguese) for the training of health professionals able to meet the social demands. This study was intended to analyze the teaching-service-community integration from the perspective of the Medical, Nursing and Dentistry teachers from the Federal University of Rio Grande do Norte (UFRN). This is an exploratory and descriptive study, with a quantitative and qualitative approach. Data collection took place through an interview form with 106 teachers, of whom 21 were teachers from the nursing course, 56 were from the medical course and 29 from the dentistry course, all from UFRN, Natal Campus. The analysis of the quantitative data was performed taking into account the variables “gender”, “age”, “course”, “teaching time”, “period and place of practical/field classes”, using SPSS, version 22. With respect to the qualitative analysis, we used the Iramuteq software, and the interviews were analyzed in light of the Bardin’s Content Analysis. The results unveiled that, from the perspective of the interviewees, the nursing course is the one that has the training most compatible with DCN. The variable “place of work” was more prominent when we considered the training according to what is recommended by the current DCN, the use of active methodologies and the advances in the teaching-service-community interaction. The surveyed teachers recognize that the interaction contributes to the training of health professionals able to meet the social demands, in addition to providing multiprofessional and interdisciplinary experiences in real practice scenarios. Nevertheless, several challenges should be surpassed in order to ensure a quality education capable to insert the undergraduate students into the services in a context of poor infrastructure of SUS, predominant hospital-centered model, curricula fragmented in disciplines, emphasis on technical training, little appreciation and stimulation to practices outside the walls, refusal of some teachers in participating in the interaction, among others. Thus, we can highlight the need to institutionalize the teaching-service-community interaction, besides the appreciation of initiatives that foster and soften the teaching in multiprofessional and interdisciplinary activities, with a view to involving all actors – teachers, students, health professionals, users and managers, in addition to awakening the commitment of all institutions involved in changing the health training and in transforming the health care processes.