Keywords
medical education
curriculum
problem-based learning
public health
How to Cite
Abstract
Objective: There is growing recognition of biopsychosocial health in medical training, but it remains inconsistent. Faculty are crucial in this realm, leading to the inquiry: “What are the experiences of medical faculty regarding the concept of health needs?” This study focused on faculty experiences at a higher education institution in the interior of São Paulo, Brazil, from the 1st to 6th grades, in handling health needs within a competency-based curriculum.
Method/Approach: Using grounded theory, the study performed remote semi-structured interviews, analyzing data through microanalysis, open, axial, and selective coding. 17 faculty members participated, with theoretical saturation defining sampling.
Results: Four categories emerged: A) Approaching the concept in phases: contact, construction, and apprehension; B) Recognizing varied approaches in different teaching scenarios based on faculty roles within the curriculum; C) Experiencing doubts about operationalizing the concept due to insufficient teaching training, unclear content, and inadequate support from educational and institutional management; D) Identifying the potential for curriculum restructuring and suggesting improvements while also expressing uncertainties about implementing these changes. In Category A, introducing faculty to the concept is essential, with ongoing construction and comprehension through practice. Categories B and C highlighted variation in students’ understanding based on teaching environments and curriculum roles, coupled with a lack of clarity and support causing doubts about implementation. Category D underscored potential curriculum restructuring benefits but emphasized practical strategies.
Conclusions: Achieving clarity in institutional documents and engaging stakeholders in continuous education is crucial for addressing health needs in care. Permanent education should ensure both students and graduates focus on users' health needs.
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