A visita domiciliar como estratégia de ensino aprendizagem na integralidade do cuidado
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Data
2010-12-06
Autores
Romanholi, Renata Maria Zanardo [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Faculdade de Medicina de Botucatu implantou, em 2003, o Programa de Interação Universidade Serviço Comunidade (IUSC), construído coletivamente a partir da necessidade de vivência de alunos e professores, em práticas voltadas à integralidade das ações em saúde. Dentre as atividades propostas no IUSC para ampliar o olhar do estudante sobre o cuidado médico que rompa com o modelo biomédico, privilegiou-se a visita domiciliar (VD), como estratégia pedagógica que busca: promover reflexão do estudante sobre determinantes sociais do processo saúde-doença e o encontro com realidade distante do seu cotidiano; desencadear contato com a população na casa, fora da UBS e/ou do hospital, possibilitando vínculo e troca de saberes entre aluno e famílias; desenvolver habilidade de comunicação; ampliar a capacidade de investigação e raciocínio clínico; desenvolver prática educativa dialógica; apoiar e participar de ações desenvolvidas por equipes das unidades de saúde; expandir a capacidade de registro de narrativas na perspectiva da qualificação de anamnese e contribuir na compreensão e resolução dos problemas trazidos pelas famílias no atendimento nas unidades. Este estudo objetivou explorar a percepção de estudantes de medicina sobre a VD. Para tanto realizou-se pesquisa documental e exploratória, de cunho qualitativo, tendo como universo estudantes que cursaram a disciplina em 2008 e 2009. A autora da investigação atua como professora tutora do IUSC, desde sua implantação. Trata-se de uma pesquisa-ação, na qual pesquisa e intervenção, fazem parte do mesmo processo. A investigação foi realizada por meio da análise de questionários sobre a VD e de relatórios individuais produzidos por alunos durante a disciplina IUSC. Os conteúdos das respostas foram agrupados em núcleos temáticos. As categorias identificadas foram: Desenvolver habilidades...
The Faculty of Medicine of Botucatu implemented, in 2003, the University-Community Interaction Service (IUSC), built collectively on the need felt by some students and professors for practices geared towards health actions taken as a whole. Among the activities proposed at the IUSC to broaden students‘ horizons regarding medical care that breaks with the biomedical model, house calls (HC) were given prominence as a pedagogical strategy that seeks to promote students‘ reflection about social determiners of the health-illness process and meeting a reality distant from their daily lives; to foster contact with the inhabitants of the house, outside the basic health unit and/or hospital, allowing a bond and a know-how exchange between students and families; to develop communication skills; to amplify investigation and clinical reasoning skills; to develop a dialogic educational practice; to support and take part in actions developed by health unit teams; to expand the capacity of recording narratives in qualifying anamnesis and to contribute to the understanding and resolution of problems brought by families to the units. The aim of this study is to explore the perception of medical students about HC. We therefore conducted a documentary and exploratory research of a qualitative nature encompassing students who took the subject in 2008 and 2009. The author of the research has been a tutoring professor at IUSC since its implementation. This is an action-research in which research and intervention are part of the same process. The research was conducted on the analysis of questionnaires about HC and on individual student-written reports throughout the subject of IUSC. The contents of the answers were grouped under thematic nuclei. The characteristics we identified were: to develop listening, communication, and ethical commitment skills; to know the reality of the population... (Complete abstract click electronic access below)
The Faculty of Medicine of Botucatu implemented, in 2003, the University-Community Interaction Service (IUSC), built collectively on the need felt by some students and professors for practices geared towards health actions taken as a whole. Among the activities proposed at the IUSC to broaden students‘ horizons regarding medical care that breaks with the biomedical model, house calls (HC) were given prominence as a pedagogical strategy that seeks to promote students‘ reflection about social determiners of the health-illness process and meeting a reality distant from their daily lives; to foster contact with the inhabitants of the house, outside the basic health unit and/or hospital, allowing a bond and a know-how exchange between students and families; to develop communication skills; to amplify investigation and clinical reasoning skills; to develop a dialogic educational practice; to support and take part in actions developed by health unit teams; to expand the capacity of recording narratives in qualifying anamnesis and to contribute to the understanding and resolution of problems brought by families to the units. The aim of this study is to explore the perception of medical students about HC. We therefore conducted a documentary and exploratory research of a qualitative nature encompassing students who took the subject in 2008 and 2009. The author of the research has been a tutoring professor at IUSC since its implementation. This is an action-research in which research and intervention are part of the same process. The research was conducted on the analysis of questionnaires about HC and on individual student-written reports throughout the subject of IUSC. The contents of the answers were grouped under thematic nuclei. The characteristics we identified were: to develop listening, communication, and ethical commitment skills; to know the reality of the population... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Politica de educação medica, Visita domiciliar, Saúde coletiva, Family health
Como citar
ROMANHOLI, Renata Maria Zanardo. A visita domiciliar como estratégia de ensino aprendizagem na integralidade do cuidado. 2010. 170 f. Dissertação (mestrado) - Universidade Estadual Paulista, Faculdade de Medicina de Botucatu, 2010.