Construção e implantação da matriz de competência da interação ensino serviço e comunidade do curso de medicina da Universidade Federal do Amapá 2015-2016

Abstract

The teaching-learning process of the courses of the health area needs to be in a constant process of renewal and adaptation to the realities that these professionals will face when acting. It is fundamental that the changes in this process aim at better professional training owing to multiple visions to direct work with the population. The Medical school of the Federal University of Amapá (UNIFAP), through the Integration Education Service and Community (IESC) unit within the referred course, aims at the formation of a qualified medical professional trained to work in the health-disease process, as well as to take actions in the community. Therefore, occurs the need to produce a competency matrix, in which the student is expected to seek the aptness of theory and practice. The purpose of this study was to build a competency matrix for the IESC unit of the UNIFAP medical course, besides making a preliminary assessment of how is the integration in this course regarding the students and their IESC practice. It was also sought to identify the activities that are being carried out in the course in question, namely, how students are developing skills in primary care. This is a descriptive study with quantitative and qualitative approaches. As main results, it was noted that after the process of elaboration and implementation of the curricular matrix of the IESC unit, it was possible to notice that it really needed an adaptation so that the teaching linked to the practice underwent an adjustment. What is expected in this context are students with a suitable tool for their training process. It is concluded that it is necessary to reflect on the importance of the IESC unit, for which the matrix follows the skills and competencies necessary for a complete performance between theory and practice and have teachers who demonstrate be updated and open to new teaching possibilities always seeking knowledge and the adjustments in the students' training process