ABSTRACT
Objective:
to understand the development of teaching-service integration actions in the training of residents, from the perspective of teachers linked to a Multiprofessional Health Residency Program.
Method:
qualitative research, of the exploratory and descriptive type, carried out between March and June 2015, with 13 teachers from a semi-structured interview and a systematic observation. Data was organized and analyzed through the operational proposal of thematic analysis.
Results:
the construction of new spaces for the development of the teaching-service integration in the Multiprofessional Residency in Health is evident, coming from the effective relationship between the university and the health services, besides the insertion of the professionals who were resident in those services, besides challenges that permeate this proposal.
Conclusion:
the Multiprofessional Health Residency, as a training strategy, tends to broaden health practices by providing residents with the opportunity to participate in a collaborative, dynamic and active process in their professional training. However, the teaching-service integration requires a continuous reflection of the role of each one, in order to stimulate co-responsibility in the pedagogical process according to public health policies and local reality.
DESCRIPTORS:
Public health; Professional practice; Qualitative research; Teaching; Internship Nonmedical
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