MULTIPROFESSIONAL COLLABORATIVE DEVELOPMENT OF STRATEGIES TO TRAIN AND PERFORM SYSTEMS-BASED PRACTICE IN A MEDICAL RESIDENCY PROGRAM

AUTORES: Leonardo de Andrade Rodrigues Brito, Larissa Olm Cunha, Thalita Torres Sales,

PALAVRA-CHAVE: Medical residency; Multiprofessional; professional identity; system-based practice

RESUMO

QUAL PROBLEMA FOI ABORDADO?
Medical residency in Family Medicine (FM) in Brazil takes place in the context of primary health care (PHC) of a unified, free, and universal public health system (SUS). System-based training for future SUS residents is challenging and depends on integrating different actors, such as PHC assistant physicians, health unit managers, teaching professionals, nurses, and resident physicians. In this report, we will address the experience of joining these actors' knowledge as part of the collaborative construction of a FM residency program in the city of São Paulo.

O QUE FOI TENTADO?
Aiming to integrate multidisciplinary knowledge, two meetings were held involving all actors. These meetings began with expository activities aimed at summarizing the practical and theoretical activities of the program so far. Subsequently, active dynamics were carried out based on triggering questions with mixed groups involving the various actors. The questions used involved the scope of practice of all participants in order to engage in solving everyday problems. At the first meeting, the triggering question was "How do we want to train family physicians residents to work in the SUS?" and in the second meeting, it was "What do we expect from the interprofessional performance of the resident and what agreements should be reached for the good development in the internship field?". The group evaluated the activities positively and requested that this activity become regular, with the meeting frequency established every six months.

QUE LIÇÕES FORAM APRENDIDAS?
The experience of collectively constructing strategies for FM residency began to impact the short term positively. There was a greater engagement of the managers of the health units in the residency activities, providing more learning spaces in the internship field and greater acceptability of proposed activities by residents. Including residents in these activities exposes them to different models of professional performance in PHC, contributing to the self recognition of residents as professionals acting as a resource of a complex and collectively constructed public health system. As a result, the activities influenced the formation of the professional identity of residents. It was also possible to observe the impact on strengthening the professional identity of those who act as educators in the residency, as they have relevant issues recognized and worked on by the group. The use of triggering questions that directly involved the performance of all actors as professionals advocating for the SUS added value to the discussions. This strategy enabled the engagement and genuine desire of the participants to contribute to the collective construction of a model of action, teaching, and learning in the residence that can contribute to strengthening PHC in the context of our public and universal health system. The short-term positive impacts for the residency program, as well as the approval of the activity by the group when requesting more meetings, evidenced a successful experience that can be replicated in other residency programs.

REFERÊNCIAS: 1. Marco Antonio de Carvalho-Filho, René A. Tio & Yvonne Steinert (2019): Twelve tips for implementing a community of practice for faculty development, Medical Teacher, DOI: 10.1080/0142159X.2018.1552782 2. Sylvia R. Cruess, Richard L. Cruess & Yvonne Steinert (2019): Supporting the development of a professional identity: General principles, Medical Teacher, DOI: 10.1080/0142159X.2018.1536260 3. Accreditation Council for Graduate Medical Education (ACGME). Family Medicine Milestones: second revision. 2019.

AGRADECIMENTOS: Thanks to the Medical Education Research Group AFETO (Assesment, Interprofessional Teaching, Student Engagement, Teacher Development, Curriculum)

ESTE TRABALHO FOI APROVADO PELO COMITÊ DE ÉTICA E PESQUISA (CEP)? Não se aplica


EIXO TEMÁTICO: EIXO 5 - Currículo, gestão, inovação e permanência