A roda de Terapia Comunitária Integrativa na formação médica: percepções dos internos do UniFOA sobre a integralidade da Atenção em Saúde

Abstract

Integrative Community Therapy (ICT) is a group care methodology of mental health, developed in six stages and sustained by five major theoretical axes: systemic thinking, communication theory, cultural anthropology, Paulo Freire's pedagogy and resilience. The present study was developed in Volta Redonda City; Rio de Janeiro State, where the author worked as family and community doctor (FCD), preceptor of medical interns (UniFOA University Center) as well as a community therapist. We implemented ICT as a care tool in the territory, leading medical students to live this experience in the scenario of Primary Health Care (PHC) practices. This study aims to understand the role of ICT as a tool supporting a more humanistic, critical and reflective training of medical students according to 2014 medical DCNs. For this purppose we needed to know UniFOA Medicine Teaching Project, its learning goals and how ICT relates to these goals as well as analyzing students' perceptions about learning, about comprehensiveness of care and the contributions of the ICT groups to their training. For data collection, a semi-structured interview was carried out with a key collaborator, who participated both in the implementation of ICT in the city as manager as well as in the insertion of ICT in UNIFOA curriculum. Three online focus groups were also held, with UniFOA medical interns who were training at UBSF Vila Brasília from 2018 to 2020, and who participate in at least one ICT group. From the content analysis of the focus groups, three categories emerged: ICT and the exposure of vulnerabilities, ICT and the disclosure of potencies, and ICT as a model of care, revealing that ICT could cause positive changes in future professionals training expanding their perspective on health and illness processes, improve skills such as the systemic perception of the person-family and community complex, active and empathetic listening training, the formation of bonds with the people being assisted and the valorization of medicine centered on the person and their real needs. In addition, it was possible to learn about part of an innovative pedagogical project, inserting ICT in the theoretical and practical training process. The study suggests that attendance during the PHC internship in ICT groups enable the processes of teaching and learning, the discovery by students of new forms of care, the search for comprehensive health care, moving away from the vertical biomedical model to a collective and horizontal model