Docência da preceptoria nas residências multiprofissionais em saúde na Amazônia: um estudo no Hospital de Ensino de Santarém/PA.

Abstract

Health Education enhances the learning spaces necessary for the academic and scientific development of health professionals in training, promoting comprehensive knowledge through the complementarity between what is referenced in theory and what is triggered in the practice of the profession. It is the academic, scientific and permanent training aimed at developing activities in the SUS. Thus, this doctoral thesis addresses Health Education in the Unified Health System (SUS), aiming to analyze the teaching of preceptors in multiprofessional health residencies at the Teaching Hospital (HE) in the western Amazon of Pará, in light of the principles of the SUS from the perspective of the research participants. The specific objectives are: to verify the structure, organization and functioning of in-service teaching in multiprofessional health residencies (HRBA/UEPA); to outline the profile of the study participants of these Multiprofessional Health Residencies; to map the initial and continuing pedagogical training for teaching preceptorship in the studied Residencies; to identify the presence of active methodologies and their application in the teaching practice of preceptors; to analyze the perceptions of health professionals (coordinators, tutors, preceptors, residents and graduates) about the teaching of preceptorship in these multiprofessional residencies; to highlight the didactic transformations resulting from the practice/praxis of preceptorship in the studied residencies. The study adopted a qualitative, descriptive, case study approach, through bibliographic, documentary and field research. The target audience was composed of health professionals involved in the training process of Multiprofessional Residencies at HE, in an interinstitutional relationship with the State University of Pará (UEPA) in Santarém, PA, comprising coordinators, preceptors and tutors, residents and graduates, whose sample was of 124 participants. The data production instruments were: documentary analysis, interview, questionnaire and field diary, and their treatment was carried out by Bardin's content analysis (2011) and data triangulation (MINAYO et al, 2005), allowing the appropriate inferences about the studied reality. The results demonstrate that preceptorship is fundamental for the development of Multiprofessional Health Residencies in HE, making it necessary to reflect on the teaching developed by these preceptors, since 89.2% of the preceptors themselves, 77.1% of the residents, 84.2% of the graduates and 90.9% of the tutors recognize that the preceptor exercises the teaching function in in-service teaching. It is inferred that the pedagogical and technical aspects of interprofessional performance, based on humanized care, with an emphasis on the principles of the SUS, in addition to bringing quality to health education, have the preceptor teacher as a protagonist in this training. The program coordinators confirm that preceptorship has been fundamental for the construction of in-service teaching, as this training converges to improve the quality of care in the Amazon region of Pará. It is confirmed that preceptorship is configured as teaching in care practice, making it urgent that preceptors undertake pedagogical training that favors the didactic transformation in in-service teaching, understanding the preceptor-tutor-resident relationship aligned with the problematization of teaching action in patient care. The interinstitutional partnership between the Proponent and the Implementer must be established from an educational basis of participatory training in the teaching-learning process, corroborated by the involvement of all actors in this process. It is concluded by stating that preceptorship teaching in Health Education is fundamental for the consolidation of in-service teaching in the Amazon region of Pará, with a view to an academic training that considers the normative and organizational principles of the SUS in educational practice focused on quality, humanized and participatory care for users.