Connecting Knowledge and Practice: The Postgraduate Course in Dentistry in Public Health at Unified Health System - A Journey of Transformative Integration 

Abstract

Objective To explore the perspectives of teachers, students, preceptors, managers and the community regarding the teaching-learning process, while analyzing the teaching-service-management-community integration through Unified Health System internships in a graduate specialization course in public health dentistry. Methodology This study originated from a pedagogical activity that took place in the territories served by Basic Health Units in the city of São Paulo, Brazil. The participants included teachers, students, preceptors, managers, and residents of the community where internship activities occurred, covering all aspects of the teaching-service-management-community integration. The research utilized convenience sampling and performed descriptive analyses of demographic data, as well as thematic content analysis of qualitative data. Results There was little ethnic representation: professors were predominantly white men; students and health professionals were mostly white women; and community residents were mostly white or brown men. Qualitatively, there was a good connection between teachers, students, and health professionals, with an emphasis on strategies of territory recognition, collective action, and home visits that favored the teaching-service-management-community integration for training in public health. Public policy supports this integration, but sectoral management is disconnected from the training process, as is the community. Conclusion Social inequalities are mirrored in education, and thus ethnic representation can contribute to bridging this gap. The teaching-service-management-community integration, in this experience, depends on the pedagogical interface between the educational institution and health professionals, and it shows some distancing from management with little community awareness of the training processes.