Presença dos atributos Integralidade da atenção e Orientação familiar no exercício da preceptoria do Internato em Saúde Coletiva do curso de Medicina da Universidade Federal De Santa Maria, RS

Abstract

This exploratory descriptive qualitative investigation including quantitative components aimed to investigate the presence of the attributes of Primary Health Care (PHC) and the Integrality of attention and Family orientation in the medical preceptorship of the Collective Health Internship of the Federal University of Santa Maria (UFSM). The study was carried out with 14 preceptor physicians and data collection performed via deep interview and PCATool Brasil (professional version) in February and March of 2018. The interviews took place at the Basic Health Unit (BHU) on days and times set by the participant. Qualitative data were organized using the software WEBQDA® and analyzed with the content analysis technique. The theoretical reference was the assumptions of PHC of Starfield and Theory of Symbolic Interactionism. Quantitative data were inserted into the Epidata database and analyzed using the software Stata12.0. Most of the participants were women with postgraduate degrees and working in the BHU with the Family Health Strategy (FHS) and their link to the predominant health care network was through the Federal Program More Doctors for Brazil. Analysis by PCATool showed that most of the services had guidance in PHC, according to the answers of the preceptors. The following categories emerged from the interviews: integrality of attention, preceptor and preceptorship; family orientation, preceptor and preceptorship. Results showed that the Integrality of attention and Family orientation are concepts present for the preceptors, who seek to integrate them into the preceptorship, stimulating the students regarding the applicability of these elements in the teaching routine of PHC. However, increased use of these attributes in medical practice may contribute to a more meaningful pedagogical experience for students, since the preceptor serves as a model and learning is related to the symbolic value attributed to lived experiences.