HEALTH RESIDENCIES: THE TEACHING-LEARNING PROCESS IN A PUBLIC HEALTH EMERGENCY

Abstract

Introduction: Teaching-service integration strengthens training in health residency programs, aligning professional practices and management with the principles of the Brazilian Unified Health System (SUS). Objectives: To analyze the teaching-learning process in the Integrated Multiprofessional Residency Program in Family Health and the Family and Community Medicine Residency Program of the Fundação Estatal Saúde da Família, in partnership with the Fundação Oswaldo Cruz, from faculty perspectives during the COVID-19 pandemic. Methodology: This is a descriptive-exploratory qualitative study conducted in four Family Health Units in Salvador, Bahia, Brazil, with 11 faculty members. Data were collected through semi-structured interviews and analyzed using IRAMUTEQ software and Bardin’s content analysis. Results and Discussion: Categories emerged regarding teaching practice and the facilitators and challenges experienced during the pandemic. The training process was reorganized, with theoretical activities conducted remotely while practical activities were maintained. Challenges included fear, insecurity, and the need for pedagogical adaptation.  A technical product called a practical-pedagogical guide  practices during the pandemic.A practical-pedagogical guide was developed to support educational practices during the pandemic. Final Considerations: The reorganization of faculty work and residents’ activities enhanced the teaching-learning process, ensuring greater rigor in professional training.