Márcia Aparecida Padovan Otani

A Medicina Integrativa e a construção de um novo modelo na saúde

Medicina Integrativa (MI) e o conceito mais recente no debate das Medicinas Alternativas e Complementares (MAC), em busca do modelo que viabilize introducao e gerenciamento de novas praticas nos sistemas nacionais de saude. Este artigo analisou diferentes definicoes de MI e sua relacao com as MAC, por meio de revisao sistematica da literatura no Medline, no periodo de 1996 a 2005. Foram utilizadas as palavras Integrative Medicine e selecionados 36 trabalhos que apresentaram definicao de MI. Identificou-se que as MAC sao parte da MI, e as definicoes abrangem: integracao da medicina convencional com as MAC; utilizacao de evidencias; combinacao de antigos sistemas de cura com a biomedicina; valorizacao do relacionamento medico-paciente e da comunicacao; consideracao da pessoa por inteiro; e enfoque na saude, na cura e na prevencao de doencas. Conclui-se que o crescente interesse de usuarios, profissionais e gestores aponta a necessidade do desenvolvimento do modelo de MI, dando suporte a implementacao e ao gerenciamento de novas praticas de cuidado e cura.

A integração ensino-serviço na formação de enfermeiros e médicos: a experiência da FAMEMA

The scope of this study is to identify contributions and limits of teaching-service integration between the School of Medicine of Marilia and the Municipal Health Department of Marilia for academia, for the health teams and for the community. The study involved cross-sectional research using a quantitative approach. A questionnaire with 20 affirmations structured around a Likert scale was applied to students, professors and collaborating professors with a total of 183 participants. A trend for a positive evaluation of teaching-service integration for professional education was revealed. As regards contributions of teaching-service integration to the community, the positive evaluation was close to 50%. The items referring to contributions to the health teams were the ones that had the highest number of negative responses. Data indicate that it is necessary to move forward such that teaching and service are considered interdependent processes with possibilities of joint reflections.

ESTUDIANTE DE MEDICINA EN LA ESTRATEGIA SALUD DE LA FAMILIA EN SERIES INICIALES: PERCEPCIÓN DE LOS EGRESOS

There is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF)) during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the students learning of certain essential elements of medical training.Considerando o desconhecimento do efetivo significado da vivencia de estudantes de medicina ao serem inserido Estrategia Saude da Familia (ESF) em series iniciais do curso por meio de estrategias de ensino baseadas na problematizacao da realidade, propos-se a compreender tal insercao na otica dos egressos. Estudo qualitativo realizado por meio de entrevistas com egressos formados nos anos de 2009, 2010 e 2011. A analise dos dados teve como referencia a tecnica da hermeneutica-dialetica. Os egressos consideram que essa insercao possibilitou o conhecimento da organizacao e funcionamento do servico de saude e do contexto de vida dos usuarios, facilitou a relacao medico paciente, o desenvolvimento do raciocinio clinico e o vinculo. Destacam, no entanto, que a imaturidade do estudante impede maior aproveitamento da vivencia. Embora essa trajetoria esteja permeada por avancos e desafios, conclui-se que ela se mostra capaz de sedimentar elementos imprescindiveis a formacao medica.

Estudante de medicina na estratégia saúde da família em séries iniciais: percepção dos egressos

There is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF)) during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the students learning of certain essential elements of medical training.Considerando o desconhecimento do efetivo significado da vivencia de estudantes de medicina ao serem inserido Estrategia Saude da Familia (ESF) em series iniciais do curso por meio de estrategias de ensino baseadas na problematizacao da realidade, propos-se a compreender tal insercao na otica dos egressos. Estudo qualitativo realizado por meio de entrevistas com egressos formados nos anos de 2009, 2010 e 2011. A analise dos dados teve como referencia a tecnica da hermeneutica-dialetica. Os egressos consideram que essa insercao possibilitou o conhecimento da organizacao e funcionamento do servico de saude e do contexto de vida dos usuarios, facilitou a relacao medico paciente, o desenvolvimento do raciocinio clinico e o vinculo. Destacam, no entanto, que a imaturidade do estudante impede maior aproveitamento da vivencia. Embora essa trajetoria esteja permeada por avancos e desafios, conclui-se que ela se mostra capaz de sedimentar elementos imprescindiveis a formacao medica.

MEDICAL STUDENT IN THE FAMILY HEALTH STRATEGY ON THE FIRST YEARS OF COLLEGE: PERCEPTION OF GRADUATES

There is a lack of knowledge about the effective value of the experience gained by medical students who participate in the Family Health Strategy (Estratégia Saúde da Família (ESF)) during the early stages of their medical training. This teaching strategy is based on learning by experiencing the problems that exist in real life. This study proposed to understand the value of this teaching strategy from the viewpoint of the students who had participated, after their graduation. The method adopted was a qualitative study conducted through interviews with students who graduated in the years 2009, 2010 and 2011. The data analysis used the hermeneutic dialectic technique as its model. The graduates considered that this experience enabled them to understand the organization and functioning of the health service and the context of the daily life of the users. This experience facilitated the doctor patient relationship, the development of clinical reasoning and the bond with the user. However the students emphasized that a lack of maturity prevented them gaining a higher level of benefit from the experience. Therefore, although the structure of the course is permeated by advances and challenges, it was concluded that this experience contributed to the students learning of certain essential elements of medical training.Considerando o desconhecimento do efetivo significado da vivencia de estudantes de medicina ao serem inserido Estrategia Saude da Familia (ESF) em series iniciais do curso por meio de estrategias de ensino baseadas na problematizacao da realidade, propos-se a compreender tal insercao na otica dos egressos. Estudo qualitativo realizado por meio de entrevistas com egressos formados nos anos de 2009, 2010 e 2011. A analise dos dados teve como referencia a tecnica da hermeneutica-dialetica. Os egressos consideram que essa insercao possibilitou o conhecimento da organizacao e funcionamento do servico de saude e do contexto de vida dos usuarios, facilitou a relacao medico paciente, o desenvolvimento do raciocinio clinico e o vinculo. Destacam, no entanto, que a imaturidade do estudante impede maior aproveitamento da vivencia. Embora essa trajetoria esteja permeada por avancos e desafios, conclui-se que ela se mostra capaz de sedimentar elementos imprescindiveis a formacao medica.

Aspectos da integração ensino-serviço na formação de enfermeiros e médicos

This qualitative research aims to identify advances and challenges of teaching-service integration in nursing and medical education between the Marilia Medical School and Marilia Municipal Health Secretary. Data were collected from accounts given by teachers, students and health professionals. The analysis was based on the hermeneutic-dialectic method. The results showed that teaching-service integration allows early integration of the student in the workplace, guides the construction of knowledge in professional practice, supports the exchange of information and increases the quantity and quality of health actions aimed at the community. The identified challenges were a lack of recognition of the students role by health team members, a lack of management support for the development of Family Health Strategy principles and a lack of definition of academia and service roles in partnership contracts. Suggestions for the improvement of the integration included expanding the insertion of the collaborating teacher in academic activities, improving the management of Primary Health Care and reviewing the partnership agreement. These advances are needed to enhance co-responsibility in the process of in-service learning.

Educating a nurse for basic health care

O presente trabalho pretende relatar a experiencia desenvolvida durante o ano de 2002, na 1a serie do Curso de Enfermagem da Faculdade de Medicina de Marilia (FAMEMA). A partir de 1998 iniciou-se um novo Projeto Politico-Pedagogico (PPP) que tem como objetivo formar um profissional generalista, critico e reflexivo, capaz de trabalhar em equipe, promovendo cuidados de enfermagem de forma humanizada. Adotou-se como estrategias para implementacao do PPP o curriculo integrado e a Metodologia da Problematizacao, articulando a formacao ao mundo do trabalho. Dentre as competencias a serem desenvolvidas para atuarem na atencao basica a saude, utilizou-se como estrategia a integracao entre 1a e 2a series em uma micro-area, aplicando a tecnica do MAPP.This work aims at describing the experience of the 1st grade class in the Nursing Course at the Faculty of Medicine of Marilia (FAMEMA) in 2002. In 1998, a new Political-Pedagogical Project (PPP) was started aiming at educating a critical and reflexive professional, capable of teamwork, by promoting nursing care in a humane way. An integrated curriculum and the problematisation methodology were adopted as strategies to implement the PPP, tailoring education to the job market. Among the competencies to be developed toward basic health care, they employed a strategy to integrate 1st and 2nd grade classes in a microarea by applying the MAPP technique.

A formação do enfermeiro para o cuidado na atenção básica à saúde

O presente trabalho pretende relatar a experiencia desenvolvida durante o ano de 2002, na 1a serie do Curso de Enfermagem da Faculdade de Medicina de Marilia (FAMEMA). A partir de 1998 iniciou-se um novo Projeto Politico-Pedagogico (PPP) que tem como objetivo formar um profissional generalista, critico e reflexivo, capaz de trabalhar em equipe, promovendo cuidados de enfermagem de forma humanizada. Adotou-se como estrategias para implementacao do PPP o curriculo integrado e a Metodologia da Problematizacao, articulando a formacao ao mundo do trabalho. Dentre as competencias a serem desenvolvidas para atuarem na atencao basica a saude, utilizou-se como estrategia a integracao entre 1a e 2a series em uma micro-area, aplicando a tecnica do MAPP.This work aims at describing the experience of the 1st grade class in the Nursing Course at the Faculty of Medicine of Marilia (FAMEMA) in 2002. In 1998, a new Political-Pedagogical Project (PPP) was started aiming at educating a critical and reflexive professional, capable of teamwork, by promoting nursing care in a humane way. An integrated curriculum and the problematisation methodology were adopted as strategies to implement the PPP, tailoring education to the job market. Among the competencies to be developed toward basic health care, they employed a strategy to integrate 1st and 2nd grade classes in a microarea by applying the MAPP technique.

La formación del enfermero para el cuidado en la atención básica a la salud

O presente trabalho pretende relatar a experiencia desenvolvida durante o ano de 2002, na 1a serie do Curso de Enfermagem da Faculdade de Medicina de Marilia (FAMEMA). A partir de 1998 iniciou-se um novo Projeto Politico-Pedagogico (PPP) que tem como objetivo formar um profissional generalista, critico e reflexivo, capaz de trabalhar em equipe, promovendo cuidados de enfermagem de forma humanizada. Adotou-se como estrategias para implementacao do PPP o curriculo integrado e a Metodologia da Problematizacao, articulando a formacao ao mundo do trabalho. Dentre as competencias a serem desenvolvidas para atuarem na atencao basica a saude, utilizou-se como estrategia a integracao entre 1a e 2a series em uma micro-area, aplicando a tecnica do MAPP.This work aims at describing the experience of the 1st grade class in the Nursing Course at the Faculty of Medicine of Marilia (FAMEMA) in 2002. In 1998, a new Political-Pedagogical Project (PPP) was started aiming at educating a critical and reflexive professional, capable of teamwork, by promoting nursing care in a humane way. An integrated curriculum and the problematisation methodology were adopted as strategies to implement the PPP, tailoring education to the job market. Among the competencies to be developed toward basic health care, they employed a strategy to integrate 1st and 2nd grade classes in a microarea by applying the MAPP technique.