INTEGRATED AND COMPETENCY-BASED CURRICULUM: PERCEPTIONS OF RESIDENCY TUTORS

Abstract

This study aimed to analyze the perceptions of tutors regarding the teaching-learning process within three Multiprofessional Residency Programs in Family Health (PRMSF). These programs feature Political-Pedagogical Projects (PPP) organized around integrated, competency-based curricula that employ active teaching-learning methodologies.

This is a descriptive-exploratory case study using a qualitative approach and thematic content analysis. The study participants consisted of 23 tutors who took part in focus groups held at each institution for data collection. Based on the thematic content analysis, three analytical categories were identified: the Residency Curriculum (comprising the empirical categories of theory-practice integration, interdisciplinarity, interprofessionality, collective planning and construction, and competency-based curriculum); and the Teaching-Learning Process (involving the empirical categories of critical-reflective learning, teaching-learning methodologies, and assessment). The study found that integrated, competency-based curricula in Multiprofessional Residencies in Family Health represent powerful pedagogical arrangements aligned with the needs of the Unified Health System (SUS), particularly through the integration of theory and practice, interprofessionality, and active methodologies. However, the implementation of this innovative proposal reveals day-to-day tensions in the tutoring practice, demonstrating that coherence between the PPP and pedagogical practice depends on collaborative planning processes between tutors and preceptors, the strengthening of Continuing Education, and reflective, mediating management aimed at consolidating training for the SUS.