Integration between teaching and health services in academic training for multi-professional health residents: the professors' conception [Integração ensino-serviço na formação de residentes multiprofissionais de saúde: concepção de docentes] [Integración enseñanza-servicio en la formación de residentes multiprofesionales de salud: concepción de maestros]
DOI:
https://doi.org/10.12957/reuerj.2019.25017Keywords:
Health human resource training, internship no medical, teaching care integration services, qualitative researchAbstract
Objective: to examine the teachers’ conception of a multi-professional health residency program as to integration between teaching and services in the training given to residents. Method: this qualitative study was conducted, from March to June 2015, in southern Brazil, with 13 professors involved in teaching actions on the program. After approval by the research ethics committee, data were collected by semi-structured interviews and systematic observations, and then subjected to thematic analysis. Results: integration between teaching and services was understood as fostering praxis for the construction of knowledge, and constituted a strategy for meaningful learning. Conclusion: when conceiving integration between teaching and services as a strategy that allows praxis for building recognition and knowledge, professors envisaged a dialectical movement alternating between practice and theory.
RESUMO
Objetivo: analisar a concepção dos docentes de um Programa de Residência Multiprofissional em Saúde acerca da integração ensino-serviço na formação dos residentes. Método: pesquisa qualitativa realizado com 13 docentes envolvidos em ações de ensino do referido Programa, no período de março a junho de 2015, no sul do Brasil. Os dados foram coletados, após aprovação por Comitê de Ética em Pesquisa, por meio de entrevistas semiestruturadas e observações sistemáticas e, em seguida submetidos a análise temática. Resultados: a integração ensino-serviço foi compreendida a partir da práxis para a construção do conhecimento, apresentando-se como uma estratégia para aprendizagem significativa. Conclusão: os docentes, ao conceberem a integração ensino-serviço como uma estratégia que possibilita a práxis para a construção do (re)conhecimento, vislumbraram um movimento dialético, de alternância entre a prática e a teoria.
RESUMEN
Objetivo: analizar la concepción de los maestros de un Programa de Residencia Multiprofesional en Salud acerca de la integración enseñanza-servicio en la formación de los residentes. Método: investigación cualitativa realizada junto 13 maestros involucrados en acciones de enseñanza del referido Programa, en el período de marzo a junio de 2015, en el Sur de Brasil. Los datos se recolectaron, tras aprobación por el Comité de Ética en Investigación, por medio de entrevistas semiestructuradas y observaciones sistemáticas y, después, sometidos a análisis temáticos. Resultados: la integración enseñanza-servicio se comprendió a partir de la praxis para la construcción del conocimiento, presentándose como una estrategia para el aprendizaje significativo. Conclusión: los maestros, al concebir la integración enseñanza-servicio como una estrategia que posibilita la praxis para la construcción del (re)conocimiento, vislumbraron un movimiento dialéctico de alternancia entre la práctica y la teoría.
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