Integração ensino-serviço na atenção primária e saúde: revisão integrativa de literatura

Abstract

Teaching-service-community articulation is very relevant when it comes to improving the quality of professional training and health care. Therefore, it is very important to establish a relationship that is effective between the integration of academic training with professional performance scenarios. The present study aimed to analyze the scientific evidence on the teaching-learning process of teaching-service integration, aiming at the practices of health professionals in PHC. This is an integrative literature review: the databases selected for the study search were Pubmed, Web of Science and Virtual Health Library (VHL). Articles were selected that addressed the topic of teaching-service integration and professional practice. The 04 studies included in the review were grouped into two categories: (1) teaching-service integration (n = 2) and (2) professional practice (n = 2). In category 1, E01 focused on the importance of teaching-service articulation in the family's PET-Health program and E03 addressed the teaching-service integration within the PRO-Saúde program, the studies were classified as evidence level VI and V, respectively. In category 2, E02 brings the assessment of professional practice in the PET-Saúde program and E04 brings the quality of the professional practice of doctors who took the MD-PhD, the studies were classified as evidence V and VI. An analysis of the studies was carried out from the perspective of Ludwik Fleck's epistemology, where the PHC and the University are seen as constructing facts and truths, when agreed by their peers within the thought collectives and promoting the circulation of ideas intra and intercollective. Among the various contributions, the study pointed out that a new training process for professionals working in the practice of primary care is indispensable, proposing that teachers and students who are still in the teaching-learning process reinvent their practices and knowledge. He indicated that professional training goes beyond the responsibility of Higher Education Institutions and implementing the articulation between teaching-service tends to cause a new vision, a new way of doing in health, within the reframing of the processes of teaching, learning and acting.