Interprofessional education in healthcare and health workforce (HRH) planning in Brazil: experiences and good practices

Integração ensino-serviço-comunidade em Odontologia: um estudo cultural

“…Everyone gets out of their box with one single objective: the user. (Health professional) TSCI, by offering support to transformations in the field of education, care production and strengthening of the SUS [11][12][13][28][29][30][31] , breaks with crystallized cultural representations that consolidate stereotypes, impoverishing the understanding of the set of experiential possibilities contained in the cultural arrangements 2,[25][26][27] of internships in health services and territories. According to the interviewees, involucres are broken when knowledges, skills and attitudes are modified and when social images are (re)signified.…”

“…In addition, TSCI is understood, simultaneously, as a strategy for the implementation of permanent education actions [11][12][13] , a learning process intended to last for life. To the students, the construction of TSCI via supervised internships represents "feeling progressively part of the Family Health Unit", a formative experience that is qualitatively significant, with proactivity in the management of collective activities and communal bonds, with everything they have in terms of knowledge, skills, attitudes and possibilities of new ways of learning in the workplace, translated as care.…”

“…The reorientation of health education requires new practices in the education and health systems 5,[11][12][13] . If, on the one hand, it is necessary to propose innovations in the pedagogical project grounded in the restructuring of the teaching-learning process, on the other hand, the healthcare model needs to reflect the public health policies in the perspective of comprehensive care and strengthening of the SUS.…”

“…The Brazilian Constitution of 1988, in its article 200, item III, highlights health as a right of all and a duty of the State, and the SUS' organizing role in the education of human resources in the health sector 9 . The publication of the National Curricular Guidelines (DCN), in 2002 10 , and of different interministerial reorientation policies in the fields of education and health in the subsequent years, induced reformulation processes of pedagogical projects and curricula of the health courses 11,12 . All the legal frameworks had, as an image-objective in Dentistry, an education that problematizes the oral health conditions of the Brazilian population, the national, regional and local organizational arrangement of the public oral health systems, and the education of humanistic and critical-reflective dental surgeons 10 .…”

“…The formulation and implementation of teaching-service-community integration (TSCI), through articulation efforts between the health system and the higher education system, are materialized in the inclusion of students and teachers in the healthcare networks under development in Brazil, with interesting experiences discussed both in the national [11][12][13] and international [14][15][16][17] spheres. This two-way regulation (education-health) also implies the development of curricular components, research and extension projects, and the amplified and diversified education of students, with all the complexities involved, inclusively in the field of the established narrative and cultural disputes 12,13 .…”