Teaching-Service integration within the National Professional Health Education Reorientation Program.

Carine Vendruscolo,Maria Elisabeth Kleba,Marta Lenise do Prado

doi:10.1590/1413-81232015219.12742015

Abstract

This integrative literature review aimed at identifying the characteristics and describing how teaching-service integration is expressed in studies on Pró-Saúde (Charitable institution for social and hospital assistance) published in Brazil in the period 2007-2012. For the search, the term National Professional Health Education Reorientation Program was entered in the following databases: Virtual Health Library (BVS), Google Scholar and the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel (CAPES). Forty-one publications were selected with the following inclusion criteria: scientific papers; theses and dissertations; studies in English, Portuguese or Spanish. The critical review of studies was performed through a comprehensive reading of the texts. Outcomes are presented in two categories: Dialogue and partnership as tools for teaching-service integration and Movements of change in teaching-service through Pró-Saúde. Studies have shown that changes in professional education and practice are possible and necessary, especially when supported by strategies that encourage active participation of subjects and confirm teaching-service integration as opportunity for dialogue, promoted by this inducing policy.

Highlights

Challenges to the construction of the Unified Health System (SUS) led to an intense debate in all occupations of the sector, especially in relation to the urgent need to transform education and health care practices
This integrative literature review aimed at identifying the characteristics and describing how teaching-service integration is expressed in studies on Pró-Saúde (Charitable institution for social and hospital assistance) published in Brazil in the period 2007-2012
The term National Professional Health Education Reorientation Program was entered in the following databases: Virtual Health Library (BVS), Google Scholar and the Bank of Theses of the Coordination for the Improvement of Higher Education Personnel (CAPES)

Summary

Introduction

Challenges to the construction of the Unified Health System (SUS) led to an intense debate in all occupations of the sector, especially in relation to the urgent need to transform education and health care practices Both higher education institutions (IES) and services incorporated into their pedagogical thinking the need for planning the teaching-learning process, taking into account the needs of students and professionals, as well as different practical scenarios and the centrality of reality and work problems[1]. It is believed that the strategy has significantly contributed and facilitated teaching-service integration[4] This is due to the innovative training model, which focuses on the production of knowledge from action-reflection-action (praxis) and is based on the commitment to social transformation, as shown by the principles of critical education[12]. A literature review was carried out with the aim of identifying the characteristics of studies and describing how teaching-service integration is expressed in the work produced under Pró-Saúde

Methodological procedures

Outcomes and discussion

Formação profissional no SUS: oportunidades de mudanças na

A15. As políticas públicas de saúde – SUS – como referência para o

A21. Formação para o SUS e os desafios da integração ensino serviço

A25. Formação profissional em saúde: alguns apontamentos

Aprendizagem em unidades básicas de saúde da família e