Experiences of the implementation of the integrator extensionist program in medical training

Abstract

Introduction: This study aims to report the experience of implementing the Integrator Extension Program (PEI) as a curricular component of the medical course in a private institution of higher education. It describes, the activities of elaboration of the discipline and pedagogical formation, through interprofessional or multidisciplinary meetings. Experience report: This is an experience report of managers and professors in the process of implementing the PEI, in the medical course, at a private institution in Várzea Grande, Mato Grosso. The meetings took place at the University Center and via the ZOOM digital platform between August 2022 and February 2023. The training took place at the educational institution during the pedagogical week from February 6 to 10, 2023. The interprofessional planning was dynamic and there was a study about the teaching and learning strategies that could be used. In addition, in the training, we used realistic simulation, which was essential for the professors' understanding of extension and active methodologies, since putting yourself in the student's shoes challenges the search for the most appropriate method for learning. These moments allowed adopting the problematization methodology using strategic planning tools and as a strategy the smart map to implement health actions in the community through the extension that will be developed with the students of the first semester. Discussion: According to the literature, extension is mandatory in medical training as a curricular component, accounting for 10% of the total course load1. Interprofessionality and interdisciplinarity is a trend in undergraduate courses. Thus, it is essential to train teachers to develop in students the skills required in the national curriculum guidelines. Conclusion: The experience of planning for the implementation of the curricular component made it possible to expand knowledge about collaborative work, extension and primary health care. The difficulty was to define the most adequate methodology. After pedagogical training, it was collectively decided to use the problematization methodology. The limitation was to finalize the complete design of only one stage of the course. It is suggested that other universities share the successful experiences of implementing extension as a curricular component in medical courses.