This paper relates the strategy of introducing the bases of Collective Health to the curriculum of the Faculty of Medicine of Marília (Famema). In 1991, Famema started the UNI Project funded by the Kellogg Foundation, with this initiating a set of changes in medical teaching that in 1997 resulted in the introduction of Problem Based Learning. Problem Based Learning works with a holistic view of the teaching-learning process, encouraging students to actively participate, mainly through small group co-operations, self-study and multidisciplinar y education. Some time after the introduction of PBL, difficulties were identified with respect to working with psychological e sociological issues. The solution found for incorporating the social dimension of problems was adopting the sociological perspective of the basic conceits of Collective Health: time, space and the individual. The result was the construction of an analytical matrix composed by six topics, aimed at stimulating the students to achieve the dimensions of totality and integrality of collective health care.
Education, Medical; Public Health; Sociology,Medical; Problem-Based Learning
