Academic supervision within the Mais Médicos para o Brasil program in Bahia: facilities, challenges and strategies for pedagogic intervention

• Autor(a) principal: Pereira, Eliana Barbosa
• Data de Publicação: 2022
• Outros Autores: Soares, Catharina Leite Matos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Baiana de Saúde Pública (Online)
• Texto Completo: https://rbsp.sesab.ba.gov.br/index.php/rbsp/article/view/3586
• topic: Atenção Básica; Mais Médicos; Supervisão; Atención Primaria; Más Médicos; Supervisión; Primary Care; More Doctors; Supervision

This paper analyzes the facilities, difficulties, actions and strategies used by academic supervision within the Mais Médicos para o Brasil Program (PMMB) in the state of Bahia, Brazil. Data were collected by means of reports available in the WebPortfólio system, from the Open University of the Unified Health System (UNA-SUS), and interviews conducted with advisors linked to the institutions included in the program. Results show that the compulsory supervision, displacement to distant municipalities, the physicians’ resistance towards an evaluation of their technical conducts, the communication gaps between the state and national coordinations regarding technical inability, and non-compliance with program rules are factors that hinder academic supervision. The possibility of including teams in on-site supervision was considered a facilitator. Longitudinal supervision is favored because it is carried out collectively. Brazilian physicians often look at themes related to the work process, program regulation and the activities developed in training cycles. In turn, clinical and scientific discussions on topics relevant for improving Primary Care actions were by Cuban doctors, individual exchange students and Brazilian doctors graduated abroad. This study demonstrates that the pandemic caused by the new coronavirus interfered with academic supervision. Moreover, the political instability surrounding the federal government generated discontinuities in the development of guidelines and training spaces, leading to gaps in academic supervision.