Curricular integration based on clinical cases of primary health care in medicine courses

• Grant number: 12/21360-2
• Support Opportunities: Regular Research Grants
• Duration: February 01, 2013 - January 31, 2015
• Field of knowledge: Humanities - Education - Educational Teaching and Learning
• Principal Investigator: Eliana Martorano Amaral
• Grantee: Eliana Martorano Amaral
• Host Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated researchers: Helena Alves Soares Chini

Abstract

The traditional system in the higher education graduates professionals in the health area not well prepared for acting in a humanist, reflexive, critical and ethical way, with difficulty to integrate the basic with the clinical contents.Many medical schools have used the student's insertion and their experience in the community to facilitate the integration of the curriculum, making learning a contextualized and meaningful process.This paper aims to evaluate factors that are associated with success and failure of curricular integration experiences with community-based activities, emphasizing the strategy of "problematization" with cases experienced by students in primary health care. This is a cross-section drawing with case studies. The target population of the research will be reached through a questionnaire with open and close questions, which will be sent to all medical schools and answered by course coordinators, aiming at the identification and characterization of the curricular integration experiences. Subsequently a qualitative and quantitative study of four cases will be carried out, two cases of success and two of failure, from a public and a private institution, identified by the answers to the questionnaires sent previously to the course coordinators.For these selected cases, structured questionnaires will be applied to all graduating students, and also to the teachers/tutors of the subject/modules with integrative activities through "problematization" of experienced cases during primary care. Not only educational projects for the courses and teaching plans for the subjects/modules with integrative activities will be reviewed, but also focus groups with 8-12 students will be implemented and semi-structured interviews with teachers/tutors of the subject/modules with integrative activities and with course coordinators from the four selected institutions will be carried out. The quantitative analysis of the questionnaires will be descriptive, with percentage distribution of the categorical variables and averages or medians of the interval variables. The qualitative analysis will be conducted through the content analysis, which will be obtained from the 04 focus groups formed by 8-12 students and from the semi-structured interviews with teachers/tutors of the appropriate subjects/modules and with course coordinators from the four institutions selected intentionally. (AU)

Scientific publications

(References retrieved automatically from Web of Science and SciELO through information on FAPESP grants and their corresponding numbers as mentioned in the publications by the authors)

HELENA CHINI; MARIA JOSÉ DUARTE OSIS; ELIANA AMARAL. A Aprendizagem Baseada em Casos da Atenção Primária à Saúde nas Escolas Médicas Brasileiras. Rev. bras. educ. med., v. 42, n. 2, p. 45-53, 2018-06-00. (12/21360-2)