Machado, Flavia Christiane de Azevedo MachadoAlmeida, Erica Rodero Ferreira2024-08-282024-08-282024-08-02ALMEIDA, Erica Rodero Ferreira. Informata em saúde: congruências do bacharel em saúde coletiva para contemplar este perfil. Orientadora: Flávia Christiane de Azevedo Machado. 2024. 40 f. Trabalho de Conclusão de Curso (Graduação em Saúde Coletiva) - Departamento de Saúde Coletiva, Universidade Federal do Rio Grande do Norte, Natal, 2024.https://repositorio.ufrn.br/handle/123456789/59929The Bachelor’s degree in Public Health was created to qualify the management of the Unified Health System (SUS). However, health management is undergoing significant changes with the exponential growth of information and communication technologies. In this context, the field of digital health should permeate the training of public health graduates, making it important to analyze whether the curricula of Public Health undergraduate courses (CGSC) have kept up with the digital transformation of SUS and health management as a whole. Therefore, the objective was to analyze the presence of curricular components, content, and internship fields in the Pedagogical Projects of Public Health bachelor’s degrees in Brazil, converging to the field of digital health and, consequently, to the profile of health informatics professionals. To this end, a documentary analysis of 21 pedagogical projects (PP) was conducted to capture information about: Educational Institution, year of the PP, graduate profile, and curricular component referring to the field of digital health. Then, the percentage of curricular components related to the field of Digital Health in relation to the total number of components was calculated. As a result, the occurrence of the theme Digital Health or Information and Communication Technology in the CGSC within the mandatory and elective subjects offered by each IES was less than 20% of all CGSC. Evaluating the quantitative result of IES, according to distribution in the five regions of Brazil, where references to the field of Digital Health were identified, the occurrence was 19% in the graduate profile, 71% of CGSC have mandatory subjects with some relation to the theme, 28% of CGSC have elective subjects related to the theme, and in 9% of CGSC the theme appears in the Internship/Skills field. Thus, it is concluded that there is an insufficiency of content related to Digital Health in the training process of the Bachelor’s degree, since in all IES, the percentage is below 20%. That said, it is necessary to review PP to update syllabi, stimulate research, extension actions, and the constant search for courses to enable the acquisition of Digital Health competencies in the bachelor’s training profile.Attribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Saúde coletivaTecnologias da informaçãoInstituições de ensino superiorSaúde digitalFormação acadêmicabachelorThesisCNPQ::CIENCIAS DA SAUDE