The Impact of Improving Medical Education, Training, and Postgraduate Study on Health Services: The Libyan Prospective

McGaghie W.C., Barsuk J.H., Wayne D.B., Issenberg S.B.

Skochelak S.E., Lomis K.D., Andrews J.S., Hammoud M.M., Mejicano G.C., Byerley J.

Zarpelon L.F., Terencio M.L., Alves Batista N.

This article was migrated. The article was not marked as recommended. The 2014 National Curricular Guidelines (DCN), which indicate the integration between education and services as a critical path in professional training, imputed to schools some curricular reforms aimed at early and effective introduction of students into the SUS health care network, which meant a fundamental advance in the educational process. Several teaching-service integration experiences have promoted advances in the approximation between universities and health services. However, the level of integration required between public health care and human resources training policies, both highly complex internal systems, entails new challenges to the establishment of management tools capable of sustaining this process. Therefore, this work mainly aims to share our experience with a medical school in the Education-Health Public Action Organizational Contract (COAPES) and the potential of this process for the medical course of the Federal University of Latin American Integration (UNILA). To date, this experience has resulted in significant gains in the development of curricular educational activities, such as establishing learning objectives based on local reality, opening the entire care network in the region covered from school to teaching, advancing the placement of the students with relevant attributions in the service chain and the approach with the other health IES that are part of the contract, enabling the development of collaborative skills of future physicians with other health professionals, empowering them to collaborative practice. Some constraints must be satisfied so that this process effectively serves the construction and maintenance of the national health system, such as revision of the school calendar, the involvement of teachers in care and management processes and the construction of instruments that explicit rules and represent clear agreements that support these inter-organizational relationships resulting from the unification of actions and public services in a single system, to be executed by many political and autonomous entities.