Projeto Terapêutico Singular no manejo de casos complexos: relato de experiência no PET-Saúde Interprofissionalidade

Abstract

Abstract: Introduction: The Program Education through Work for Health (PEW-Health) was created in 2008 as a partnership between the Ministries of Health and Education, promoting the teaching-service-management-community integration, providing opportunities for professionals, students, teachers, and service users, in line with the needs of SUS, and having the topic of interprofessionality for its ninth edition (2019-2021). This report aims to share interprofessional learning based on the experience of a singular therapeutic project (STP) for a complex case within the PEW-Health activities of a university in the Midwest region, carried out in a Family Health Unit (FHU) in the municipality of Campo Grande, Mato Grosso do Sul (MS). Experience report: Students from a tutorial group of PEW-Health Interprofessionality participated in this experience, as well as preceptors, professionals from the Extended Nucleus of Family Health and Primary Care (ENFH-PC), and a tutor, who was a teacher in a Medical School. The STP was developed with an elderly patient with polypharmacy and the following chronic conditions: diabetes mellitus (DM), depression (DEP) and systemic arterial hypertension (SAH), monitored during the period from August 2019 to February 2020, prior to the COVID-19 pandemic, in a FHU in Campo Grande-MS, selected by the team due to the complexity of the case. Discussion: Through the STP, the group had the opportunity to evaluate, assist and perform practices to strengthen the patient’s “happiness project”. The STP allows team-patient intersubjectivity, focusing not only on the diseases, but on who they are. The carried-out home visits provided moments of listening for the performance of care in accordance with the needs, perceived and not perceived by the user. In the practice of STP, comprehensive care is provided, focused on the individual, showing the potential in continuing education and interprofessional teamwork, sharing knowledge, improving the sustainability of care and, consequently, qualifying health care, corroborating the results obtained in this study. Conclusion: Participation in the program allowed experiences that were previously absent during undergraduate school, such as contact with different health courses, practice in real SUS scenarios and application of concepts seen only in theory, such as humanized care and a comprehensive view, as well as communication with the team and the patient.