The Brazilian public healthcare system and its participation in medical training

Patricia Alves de Souza, Marco Aurélio Da Ros, Angélica Maria Bicudo Zeferino

Universidade do Vale do Itajaí, Itajaí, Brasil.
Universidade Estadual de Campinas, Campinas, Brasil.

DOI: 10.4236/health.2012.48080                

Abstract

Introduction: In Brazil, in a joint initiative of the Ministries of Health and of Education and Culture, the Program for the Promotion of Changes in Medical School Curricula (PROMED) was created, in order to give financial support to medical schools for the development and implementation of curricular changes to the medicine courses. Objective: To ascertain the influence of PROMED on the interaction between the Brazilian public healthcare system (SUS) and the universities. Method: Using the qualitative method by way of content analysis of the Bardin, interviews with 19 coordinators of the medicine courses which received financial support from PROMED were carried out and analyzed. Results: Subcategories which express the current relation between SUS and the universities were found: the need to train SUS professionals and the teaching staff involved, the lines of research directed toward SUS and partnership relations as part of the student learning process, the strengthening of SUS and the internal problems. Conclusions: Observing the needs of the relationship between SUS and the curricular changes it was noted that the public health services are of extreme importance as part of the training process of the medical student. Besides favoring practice, it establishes student activities within the health services, the evaluation of the policies, planning and management of the health services in activities of training and social communication in healthcare, linked to community organizations or diverse social entities. Thus, problems associated with the healthcare service can be identified, as well as the health conditions and life style of the population.

Keywords

Curricular Changes; Medical Training; Brazilian Healthcare System (SUS); PROMED

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1]	Feuerwerker, L.C. (2004) Gest?o dos processos de mudan?as na gradua??o em medicina. In: Marins, J.J., Rego, S., Lampert, J.B. and Araújo, J.G.C., Eds., Educa??o Médica em Transforma??o: Instrumentos para a Constru??o de Novas Realidades, Hucitec, S?o Paulo.
[2]	Brasil Ministério da Saúde, Secretaria de Gest?o Estratégica e Participativa (2006) A constru??o do SUS: Histórias da reforma sanitária e do processo participativo /ministério da saúde, secretaria de gest?o estratégica e participativa. Ministério da Saúde, Brasília.
[3]	Bulc?o, L.G., El-Kareh, A.C. and Sayd, J.D. (2007) Ciência e ensino médico no Brasil (1930-1950). Hist. cienc. Saúde-Manguinhos, 14, 467-489.
[4]	Takeda, S. (2004) A organiza??o de servi?os de aten??o primária à saúde. In: Duncan, B., Ed., Medicina Ambulatorial: Condutas de Aten??o Primária Baseada em Evidências, 3rd Edintion, Artmed, Porto Alegre, 76-87.
[5]	Almeida, M.J. (2001) A educa??o médica e as atuais propostas de mudan?a: Alguns antecedentes históricos. Revista Brasileira de Educa??o Médica, 25, 42-52.
[6]	Da Ros, M.A. (2004) A ideologia nos cursos de medicina. In: Educa??o Médica em Transforma??o. Instrumentos para Constru??o de Novas Realidades. Editora Hucitec, S?o Paulo.
[7]	CREMESP—Conselho Regional de Medicina do Estado de S?o Paulo (2003) Por que somos contra a abertura de novos cursos de medicina. Associa??o paulista de medicina. Federa??o dos Médicos do Estado de S?o Paulo.
[8]	Peixinho, A.L. (2001) Educa??o médica-o desafio de sua transforma??o. Universidade Federal da Bahia, Salvador, 249.
[9]	Desculpe, mas esta página n?o existe… (2005). http://www.redeunida.org.br/boletim/36/pg1.asp
[10]	PROMED (2002) Programa de incentivo a mudan?as curriculares nos cursos de medicina. Uma nova Escola Médica para um novo Sistema de Saúde. Secretaria de Políticas de Saúde—Ministério da Saúde. Secretaria de Educa??o Superior—Ministério da Educa??o.
[11]	Teixeira, C.F. (2004) Ensino da saúde coletiva na gradua??o. Cadernos ABEM, 1, 20-22.
[12]	http://www.brasilrepublica.com/mapa.htm
[13]	Bardin, L. (1977) Análise de conteúdo. Edi??es, S?o Paulo.
[14]	Minayom, M.C.S. (1994) O desafio do conhecimento— Pesquisa qualitativa em saúde. 3rd Edition, Hucitec, S?o Paulo.
[15]	Schimidt, L.M., Ribas, M.H. and Carvalho, M.A. (2003) A prática pedagógica como fonte de conhecimento. In: O Trabalho Docente Teoria & Prática. Queluz Ana Gracinda, Alonso Myrtes (orgs). Pineira Thomson Learning, S?o Paulo, 19-33.
[16]	Lima, G.Z., Almeida, H.G.G., Filho, O.F.F., Linhares, R.E.C., Oberdiek, H.I. and Colus, I.M.S. (2003) Aprendizagem baseada em problemas (ABP): Construindo a capacita??o em Londrina. Revista Brasileira de Educa??o Médica, 27, 5-1
[17]	Albuquerque, V. dos S., et al. (2008) A Integra??o Ensinoservi?o no contexto dos processos de mudan?a na forma??o superior dos Profissionais da Saúde. Revista Brasileira de Educa??o Médica, 32, 356-362.
[18]	Silva, C.A.J. (2004) Intera??o escola médica-servi?os. Cadernos ABEM, 1, 9-11.
[19]	Souza, P.A., Zeferino, A.M.B. and Ros, M.A. (2008) Changes in medicine course curricula in Brazil encouraged by the Program for the Promotion of Medical School Curricula (PROMED). BMC Medical Education, 8, 54. doi:10.1186/1472-6920-8-54