Rosa, Luiz Paulo Gomes dos SantosSilva, Larissa Melo2025-03-102025-03-102025-01-31SILVA, Larissa Melo. Grupos educativos no currículo médico: estratégias para a formação integral em atenção primária à saúde. Orientador: Luiz Paulo Gomes dos Santos Rosa. 2025. 21 f. Monografia (Especialização) - Universidade Federal do Rio Grande do Norte, Escola Multicampi de Ciências Médicas, Programa de Residência Médica em Medicina de Família e Comunidade, Currais Novos, RN, 2025.https://repositorio.ufrn.br/handle/123456789/62981This study analyzes the integration of educational groups into the medical curriculum of the Multicampi School of Medical Sciences (EMCM) at the Federal University of Rio Grande do Norte (UFRN), focusing on the Community Integrated Experiences (VIC). The National Curricular Guidelines for Medicine and the National Primary Care Policy guide the training of professionals with a humanistic, ethical, and critical perspective, capable of acting across different levels of healthcare with a focus on health promotion, prevention, recovery, and rehabilitation for both individuals and communities. This qualitative and documentary research relied on an analysis of the Pedagogical Course Project (PPC) and supplementary materials, evaluating the application of methodologies such as Problem-Based Learning (PBL) and the use of educational groups. The findings reveal that although the PPC emphasizes humanistic and community-oriented training, the approach to educational groups is limited, treated secondarily in some curricular components. Educational groups, described as therapeutic and pedagogical spaces, are essential tools for developing technical, ethical, and teamwork skills, promoting comprehensive care aligned with the needs of the Unified Health System (SUS). However, challenges such as the lack of specific training and the predominance of a biomedical model limit the practice and consolidation of these groups in medical education. The study proposes strategies to expand the use of therapeutic groups, including interdisciplinary integration, adapting curricular components to incorporate practical skills in group dynamics, and implementing supervised community projects. It concludes that medical education should prioritize the theoretical and methodological strengthening of these groups, promoting a more comprehensive care model aligned with Brazil's social and public health demands.Attribution-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nd/3.0/br/Educação em saúdeAtenção primária à saúdeEducação médicaGrupos educativosHealth educationPrimary health careMedical educationEducational groupsbachelorThesis