Currículo Médico Integrado: um estudo sobre o curso de medicina do IMS-UFBA

Abstract

The training of healthcare professionals and workers has been considered a critical issue in the implementation of the Brazilian Unified Health System (SUS). In this perspective, there has been an intensification of debates regarding the need for reforms and changes in higher education policy, the teaching model, and pedagogical processes in various courses. Medical education, in particular, has been a significant topic in these debates, leading to the creation of new National Curriculum Guidelines in 2014, which guide the development of new courses and curriculum reforms in existing ones. In Bahia, the establishment of the medical course at the Multidisciplinary Institute in Health (IMS) within the advanced campus of the Federal University of Bahia (UFBA) in Vitória da Conquista, implemented from 2015, stands out. Based on an innovative curriculum organization proposal, this course is the subject of an investigation conducted as part of the Master's program in Interdisciplinary Studies at the University (EISU - IHAC/UFBA). Initially, an integrative literature review was conducted on the incorporation of the integrated curriculum proposal in undergraduate health courses in Brazil to identify the conceptual and methodological foundations of this type of curriculum since this approach was adopted in the IMS-UFBA Medicine program. This is a unique case study, and data collection was carried out through document review and interviews with key informants, namely faculty members who participated in the development of the Pedagogical Political Project of the course and were part of the original Teaching Structuring Core (NDE), as well as faculty members of the current NDE (2022) and students from the first class of the course. The results include the characterization of the institutional context in which the course was created, the analysis of the Pedagogical Political Project, and an examination of the course implementation process. Thus, it was possible to discuss the conceptual and methodological foundations of the IMS-UFBA Medicine program, observing an innovative curriculum design that proposes a vertical and longitudinal integration of content throughout the course, using active teaching and learning methodologies and devices. Furthermore, it was noted that, according to the perception of the teachers regarding the development and implementation processes of this course, it has faced various challenges, especially the insufficient and inadequate faculty resources to meet the needs arising from the innovative pedagogical project. However, despite this, the first class successfully graduated. It should be noted that the research findings are presented in the form of three articles, with the elaboration of a fourth article planned to contain the analysis of the students interviewed about the course