Abstract:
This research analyzes the teaching of Colledive Health during undergraduale medical school in lighf of a curricular reform under way at the Catholic University in Campinas, São Paulo State, BraziI. The article reports in detail on the teaching / learning process in the course entitled 'Community Health: health situations' during the first year of medical school. New curricular guidelines require strudural changes in the teaching programs to promote more adequate physician profiles for the health system and active learning strategies that strengthen the link between the course and work in different health care settings. These guidelines emphasize various contents and practices in Collective Health, including: the incorporation of an epidemiological focus in the understanding of social, cultural, psychological, ecological, ethical, and legal determinants in the health/disease process,·preparation of future physicians to act in protection, promotion, prevention, treatment, and rehabilitation; accompanying the process of dying: knowledge to deal critically with labor market dynamicas and health policies; disposition to work with policy and planning activities; and early and ongoing participation in the community and at all leveIs of health services as one of the five areas of the mandatory curriular apprenticeship activities. To the extent that medical education is integrated into the field of Collective Health, it entails ethical responsibilities and intrinsically shapes and challenges the process of 'becoming a doctor' within this science focused on caring for the lives of others.
Key-words:
Education, Medical; School, Medical; Collective Health; Teaching; Learning