The document discusses the experience of the Federal University of Minas Gerais (UFMG) in Brazil in introducing medical students to primary health care opportunities through new curriculum changes. The changes aimed to provide active primary health care experiences for students and encourage examining social determinants of health. Over three semesters, students were placed in primary health care units to integrate with health teams and learn from service, moving from a hospital focus to social, economic, and cultural dimensions of health. An evaluation found students were satisfied but noted criticisms about teaching structures, difficulty standardizing subjects, and needing to extend the disciplines. The experience highlighted both the opportunities and challenges of involving students extensively in primary health care networks from an early stage in their training

1. PRIMARY HEALTH CARE INITIATION: UFMG EXPERIENCE IN INTRODUCING
STUDENTS IN PRIMARY CYCLE OPPORTUNISTICALLY
Savassi, LCM; Dias, EC; Alves, CRL; Machado, GPM;
Tupinambás, U; Santos, AF; Bonolo, PF
INTRODUCTION RESULTS
OBJECTIVE
CONCLUSIONTo enable PHC active experiences and
student’s criticism, encouraging the
investigation of aspects of the social
determination of health-disease process,
the PHC attributes, the role of physician in
health team and Family Medicine aspects.
The pedagogical model balances technical
excellence and social relevance, with
student based teaching learning methods,
based on teaching, service, community and
other civil society sectors partnerships
(Figure 1). Training process moves from
hospital biased individual assistance to
social, economic and cultural dimensions,
providing tools to approach health-disease
process. Practice occurs in PHC Units (PHCU)
and its territories, bringing together
individual and collective health, and six
specialties knowledge in an exercise of
agreement and detachment pioneers at
University (Figure 2).
Primary Health Care (PHC) medical teaching
should be longitudinal, allowing learning
from service, integrating teaching core to
clinical practice. In 2014 second half,
UFMG’s School of Medicine implemented a
new curriculum1, resulting from an
extensive multidepartment process guided
by Medical Curriculum Guidelines from
Ministries of Health and Education. In this
scenario “Primary Health Care Initiation”
I/II/III disciplines were deployed to second
to fourth periods. This word describes the
experience of UFMG IAPS disciplines in the
first three semesters.
The challenge of the unprecedented
presence of students in the health care
network in three early semesters in a row
and the demand for integration with PHC
teams was enabled by the municipal
network structure, despite the difficulties of
the unpredictable real world. The student’s
final evaluation evidenced satisfaction with
the disciplines, but specific criticisms about
the PHCU teaching structure, difficulty of
subjects standardization and the discipline
extension.
Medicine Faculty, Federal University of
Minas Gerais - FM-UFMG
(Belo Horizonte, Minas Gerais, Brazil)
PP200
Figure 2. Pedagogic Itinerary during three semesters
Unified Health
System
principles
Primary Care
Attributes and
Evaluation
Health Working
Process
Bio-safety
Immunizations
Health Care
Networks
Health’s Social
determination
Health Needs
Social and Familiar
Vulnerability
Familiar Approach
Home Visiting
Communication
Skills
Situational Analysis
and Health Planning
Health
Vigilance: Life
Cycles, Chronic
diseases,
epidemiologic
and sanitary,
Practical tools
in Primary Care
Intervention
Plan
Development
Health Action’s
Evaluation.
Health Care
Units
Health Care
Network
Streets and
territory
ascribed
Houses
Multi sectors
(Schools,
Community
facilities, etc)
IAPS II IAPS IIIIAPS I
key competences (based on knowledge, attitudes, skills)
Practice Fields
Theme contextualization with
students
Small groups Scatter on practice
field
Discussion of proposed theme in
real context after regrouping.
half hour
2 hours
one hour
Figure 1. Each-day activities - pedagogic Itinerary
REFERENCE
Universidade Federal de Minas Gerais. Faculdade de
Medicina. Diretrizes Curriculares do Curso de
graduação em Medicina da UFMG. 2008