Analysis of Service-learning activities adopted in health courses of Federal University of Bahia.

Aline Silva Baldoino,Renata Meira Veras

doi:10.1590/s0080-623420160000300003

Abstract

is study aimed to raise and discuss the data about the integration of health courses teaching and service activities o ered at the Federal University of Bahia (UFBA), pre- senting scenarios practices and major di culties existing in the relationship between the university and the services of health. is was a qualitative study of descriptive explo- ratory character, using a questionnaire as a research tool applied to the coordinators of selected health courses. e selection was by reading the political pedagogical project, the following courses were selected: nursing, physical therapy, speech therapy, medicine, nu- trition, dentistry and public health. e results indicated eight types of teaching-service integration activities, 57 scenarios of practice and the main di culties. It was concluded that these courses are sticking to changes in academic training in health, in view of the large number of basic health units in the teaching service process. us, it emphasizes that the UFBA includes activities in health care that enable the integration-education in the higher education process, although there are some di culties in this relationship indicated by the coordinators. Esse estudo teve como objetivo levantar e discutir os dados acerca das atividades de integração ensino-serviço de cursos de saúde oferecidos na Universidade Federal da Bahia (UFBA), apresentando os cenários de práticas e as principais di culdades existentes na relação entre a uni- versidadeeosserviçosdesaúde.Tratou-sedeumapesquisaqualitativa,decaráterdescritivoexploratório,utilizando-seumquestionáriocomo instrumento de investigação aplicado aos coordenadores dos cursos de saúde selecionados. A seleção foi mediante a leitura do projeto político pedagógico, sendo selecionados os seguintes cursos: enfermagem, sioterapia, fonoaudiologia, medicina, nutrição, odontologia e saúde coletiva. Os resultados indicaram 8 tipos de atividades de integração ensino-serviço, 57 cenários de prática e as principais di culdades. Concluiu-se que esses cursos estão aderindo às mudanças na formação acadêmica em saúde, tendo em vista o grande número de unidades básicas de saúde que integram o processo de ensino serviço. Dessa forma, ressalta-se que a UFBA contempla atividades na área de saúde que viabilizam a integração-ensino no processo de formação superior, embora existam algumas di culdades nesta relação apontadas pelos coordenadores.

Highlights

The teaching-learning process established from the integration between university and service, through the integration of health service faculty, can lead to new ways of organizing health care work, thereby promoting better preparation for the health services
The analysis categories allowed for the identification of the constituent elements of teaching-service integration at University of Bahia (UFBA), such as activities performed, practice settings, and difficulties, as shown below: Table 1 – Analysis categories Analysis dimensions 1
In 1981, the Faculty-Care Integration Program (IDA) was created by the Ministry of Education, with the proposal of integrating students into primary care units, favoring linkages between academia and health services . [16] After these initiatives, projects supported by the creation of SUS, were implemented, such as: the National Program of Incentives for Curricular Changes in Medical Courses (PROMED), to stimulate the supply of internships in university hospitals and primary health care; the Experiences and Internships in the Reality of the Unified Health System Project Program, [17] which recognized the health system as a teaching and learning space; Aprender SUS in 2004, encouraging the integrality of health care as a changing axis of training . [18]

Summary

Introduction

The teaching-learning process established from the integration between university and service, through the integration of health service faculty, can lead to new ways of organizing health care work, thereby promoting better preparation for the health services. The Ministry of Health considers teaching-service integration to be an important strategy for training professionals, which meets the principles and guidelines of the Unified Health System (SUS). This integration can be can be understood as a collective work, by making a pact between students/faculty and staff members who comprise the health service teams, which aims toward an individual and collective quality of health care, a quality of vocational training and development and satisfaction of health care staff members[1,5]

Objectives

Methods

Results

Conclusion