A educação permanente em saúde no processo de formação de residências em saúde

Abstract

Introduction: Continuing Health Education (CHE) is a process of learning at work in which teaching is incorporated into the routine of services, based on meaningful learning, questioning, reflection on practices and the possibility of transforming the professionals’ work process. The health residency program is one of the axes of action of the National Policy on Permanent Education in Health, and extremely important as a training process aimed at achieving comprehensive care built from the contributions of different professional nuclei. Objective: To understand CHE in the context of health training in two Health Residency programs in the region of Sertão Paraibano. Methodological path: Descriptive exploratory qualitative study in which investigation scenarios were the Multidisciplinary Residency Program in Collective Health and the Residency Program in Family and Community Medicine. The study was conducted with nine participants, who were second year (R2) residents and recent graduates of the two residency programs mentioned above. For the collection of empirical data, semi-structured interviews were performed, in addition to the use of field diary records. The data set was analyzed from the perspective of Bardin’s content analysis, thematic categorical modality. All ethical precepts were followed in the study, which was appreciated by the Research Ethics Committee and approved under number 5.375.901. Results: Most residents see CHE as a tool capable of contributing to changes in the work environment. However, they recognize obstacles to its operationalization in their routine in health services intrinsically to professionals’ work process. Residents in Family and Community Medicine, in particular, were more distant from the CHE concept proposed by the National Policy on Permanent Education in Health and by most scholars on the subject. Furthermore, greater emphasis is needed on the conceptual alignment between Continuing Education and Ongoing Education, so that they are used appropriately and at the right time for each one. The study also showed that the scenarios in which the Health Residency Programs are inserted and the course of this training proposal point to the need for greater reflection and debate. Minimum study/work conditions and the non-use of residents as a cheap workforce must be ensured by programs and managers under the understanding that residents are part of a training process and not just care. Final considerations: Even in the face of several obstacles and challenges in implementing CHE in daily practice, residents recognize the residency program as a space that promotes greater use of this tool and how important CHE is for redirecting their practices. The limitation of the study imposed by the pandemic period, and the reinforcement of future studies on the subject are noteworthy.