Evaluation of the residency program in family and community medicine from the perspective of resident physicians

Abstract

ABSTRACT Introduction: Medical Residency (MR) is considered, both academically and professionally, the gold standard method in teaching university graduates. The Integrated Residency Program in Family and Community Medicine (PIRMFC) in Fortaleza-CE brings together the programs of Universidade Federal do Ceará, the School of Public Health of Ceará and the City Hall of Fortaleza and is the first of its kind on a large scale, with about 70 residents in the first edition, implemented in a capital city, concomitantly with the process of implementation of the Family Health Strategy (ESF) service network by the City Hall. Objective: To evaluate an Integrated Residency Program in Family and Community Medicine, from the perspective of resident doctors. Method: This is an exploratory study, with a qualitative approach, using the Kirkpatrick model in its first level, reaction and satisfaction of residents. Data collection was carried out with the participation of 18 residents (R2) in five Focus Groups, in the second half of 2020. Questionnaires with closed questions were also applied to characterize the sample, followed by multiple-choice questions graded on a Likert scale. The qualitative data were analyzed by the Thematic Analysis technique and quantitative data through simple frequency and percentage. Results: The following main categories were identified: Teaching-learning strategies, Evaluation of the teaching-learning process, Production of autonomy, Transfer of training into practice, Weaknesses and Potentialities of the residency. Residents understand the responsibility they have in daily medical care, even if they are apprentices. They felt insecure as training subjects, feeling more comfortable when they are placed in the passive role. On the other hand, the program students recognize the active teaching-learning methodology as adequate for teaching adults but need strategies to be used to solve common problems in their professional practice. Conclusion: The Program was not able to establish the basis for the engagement of residents in some simulated active teaching-learning strategies, such as Tutorial Groups. It is necessary to value the experiences and competences heterogeneously acquired by the residents to constitute moments of equalization of learning, seeking the student’s protagonism instead of the imposition of knowledge.