The challenge of change: the curricular transformation of Family and Community Medicine Residency Program

• Autor(a) principal: Ferreira, Natalia Madureira
• Data de Publicação: 2018
• Outros Autores: Cunha, Gustavo Tenorio, Dias, Nicole Geovana
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Medicina de Família e Comunidade (Online)
• Texto Completo: https://www.rbmfc.org.br/rbmfc/article/view/1600
• topic: Family Practice; Internship and Residency; Education; Medical; Medicina Familiar y Comunitaria; Internado y Residencia; Educación Médica; Medicina de Família e Comunidade; Internato e Residência; Educação Médica

Introduction: One of the central axes provided by the Mais Médicos (More Doctors) Program to Brazil foresee the restructuring of Family and Community Medicine residencies in the country, so they could fit the new legislation, being a prerequisite for other medical residencies in the nation. For this change, existing programs need to tailor their programs so that they are in line with what is expected of a Family and Community Physician. Objective: To analyze the experience of the Federal University of Uberlândia and the methodology used in the curriculum reform of the Residency Program in Family and Community Medicine. Methods: Case Study with documental analysis about the product, minutes and other documents built during the three workshops of curriculum reform implemented, beyond the regulatory milestones. Results: The methodology used in these workshops embodied the Arch of Maguerez as a problematizing strategy that dialogues with the Progressive Pedagogy of Paulo Freire. In order to participate in the workshops, residents, managers, preceptors and teachers were invited. We worked with the strategic planning matrix Analysis SOWT (Strength, Opportunity, Weakness and Threat) to carry out the situational diagnosis of the program; the stages to be developed, as well as the pedagogical principles used and the evaluation tools were also mentioned. Conclusion: There was a significant change in the residency program, mainly involving preceptors and residents engaged in the implementation of this new proposal. The challenges encountered were partially overcome, but there are still issues related mainly to the teaching-service dynamics that needs to be better structured for the implementation of the new program.