Preceptoria em saúde bucal na atenção básica no município de Goiânia sob a perspectiva do preceptor

• Autor(a) principal: Sousa, Débora Péclat de
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000bg8q
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/3842
• topic: Primary health care; Teaching; Preceptorship; Training; Oral health; Atenção primária à saúde; Ensino; Preceptoria; Saúde bucal; CIENCIAS DA SAUDE

The undergraduate process in the health field is associated with intersectoral activity between the Sistema Único de Saúde and the institutions of higher education, seeking to approach the future professional to the brazilian health social reality and the public service. The preceptor is an important actor in this process because he/she is responsible for mediating the formation of the labor world. The aim of this study was to assess the oral health preceptorship developed in primary care units in the city of Goiânia, Goiás, from the perspective of the preceptor. It has been developed an exploratory qualitative study using the focus group technique. Have participated in the research preceptors dentists PET-Saúde and / or institutional placements between the Dentistry College, Federal University of Goiás and the Municipal Health Agency of Goiânia. The preceptors dentists have been divided into three focus groups: focus group 1 - composed of dentists working in primary care, specifically in the Estratégia de Saúde da Família, and that were preceptors in the subjects Estágio em Odontologia Coletiva I e Estágio em Odontologia Coletiva II, in 2012; focus group 2 - composed of preceptors dentists from primary care clinic of the subject Stage IV in Public Dentistry, Dentistry College, Federal University of Goiás, in 2011; and Focus group 3 - composed of dentists, in 2011/2012 and 2013/2014 in PET-Saúde of the Federal University of Goiás. The script that guided the discussions contained aspects concerning to knowledge of the new National Curriculum Guidelines and the practices of teaching and assessment; the changes brought by the preceptorship for vocational training and academic tutor, and also to the environmental work; problems found in preceptorship and suggestions for solutions. It was also requested that the focus group participants complete a self-administered questionnaire to characterize the preceptor. The focus group discussions were recorded in audio and later transcribed. Then, the content analysis was done according to Bardin and at that time was used WebQda software. Three main categories related to the proposed objectives have risen up: education, training and preceptorship. Preceptors recognize their role in education, but are unaware of the National Curriculum Guidelines; they realize some changes that occurred in the undergraduate course in dentistry, but do not associate them with curriculum changes, expressing the need to know what is in the curriculum guidelines. They also claim that unaware teaching practices, declare that traditional teaching methods are no longer used, but do not demonstrate knowledge of active teaching methodologies, despite claiming to use them as teaching strategies. About assessment methodologies they also deny having knowledge, although all preceptors perform this function; they report having difficulties to evaluate, but recognize the importance of this role as a tutor. According to the preceptors, among the factors that facilitate the activities of preceptorship are the relationships with students, with team work and coordination of disciplines Internship in Public Dentistry, among the factors that hinder the activities of preceptorship are relations with students, to the staff, with infrastructure, with social facilities with the community and the subject which coordinates the internship. Preceptors recognize that there are differences between the preceptorship of Internship in Public Dentistry preceptorship subjects with PET-Saúde ones, and point out how difficult the difference between the types of preceptorship in relation to remuneration and training for the exercise of preceptorship. They recognize the how changes caused by the existence of preceptorship for students, the approach to the reality of Public Health System, the approach to public health practice, the demystification of poor oral health care, and to the preceptor, the possibilities for exchange of knowledge and experiences with the students. They also suggested changes to the work environment and the community. They recognize the need and importance of training for the exercise of preceptorship and demanding, especially for the activities of teaching and assessment. They also recognize additional forms to the skills, as moments of sharing experiences. We conclude that the preceptors do not demonstrate knowledge about the National Curriculum Guidelines, apply teaching practices and assessment, but they don’t know their principles; PET-Health preceptors have more skills as they need them more than others; there are changes in the workplace and in academic training and preceptor arising from preceptorship and there advantages and difficulties in the implementation of preceptorship.