Perceptions and barriers of health-care professionals to develop and implement interprofessional education in UAE: A qualitative study.

BACKGROUND: This study aimed to determine the perception, perspectives, and behaviors of health-care providers, as well as cues to action toward interprofessional education (IPE). MATERIALS AND METHODS: The interview sessions were conducted from August 2020 to November 2020 at the College of Pharmacy, Gulf Medical University (GMU), Ajman. The invited participants belonged to all the colleges which are a part of GMU, providing academic and practice support to the university. All were residents of UAE, and both genders were considered for qualitative assessment. The sample size based on data saturation plus two as standard guidelines in qualitative res earch. All the interviews were audiotaped for verbatim transcriptions. All the recorded interviews were transcribed to avoid bias. The prepared transcripts were then verified for accuracy by the relevant participant and after approval, data were analyzed. In case of an emergent theme, all the investigators were focused on refining the analysis. RESULTS: A total of 17 health-care professionals (HCPs) were interviewed. The participants were chosen from five different colleges at GMU. All the participants had similar perceptions about IPE, as it is a collaboration between different HCPs to achieve better patient outcomes. A diversity in perspectives toward IPE was found among the participants. Several barriers were identified during the interview session and also highlighted the importance of choosing the right topic for IPE, as it affects planning of the activities greatly. The participants also stressed that the lack of communication also contributes to decreased involvement of HCPs. CONCLUSION: This study identified inefficient implementation of IPE. The barriers were lack of team effort, lack of communication within the institute, and administrative support, despite the availability of resources and infrastructure in the university.

Evaluating a contact tracing course: How universities can develop the public health workforce.

OBJECTIVES: To describe the participants of a university-based COVID-19 contact tracing course and determine whether the course changed knowledge, attitudes, and intention to participate in contact tracing. PARTICIPANTS: Faculty, staff, and students were eligible. METHODS: Surveys evaluated the impact of the course on participant intentions to engage in contact tracing. Logistic regression identified characteristics associated with increased likelihood of participating in contact tracing. RESULTS: Nearly 800 individuals participated, of whom 26.2% identified as Hispanic/Latino and 14.0% as Black. Nearly half (48.8%) planned to conduct contact tracing. While attitudes did not change, knowledge improved (67.9% vs. 93.8% scores on assessments; p < 0.001). Younger participants and Black individuals were more more likely to be confident that they would participate in contact tracing. CONCLUSIONS: Course completion was associated with increased knowledge. Participants were racially and ethnically diverse, highlighting how universities can partner with health departments to develop workforces that reflect local communities.

Construção participativa da modelização das ações educacionais da estratégia de Planificação da Atenção à Saúde: subsídios para avaliação da efetividade / Participatory modeling of educational activities in the Healthcare Planning strategy: backing for assessment of effectiveness / Construcción participativa en la modelización de acciones educacionales para la estrategia de Planificación de la Atención en Salud: ayudas para la evaluación de la efectividad

A estratégia de Planificação da Atenção à Saúde configura-se como um potente dispositivo de reorganização dos processos de trabalho nas redes de atenção à saúde e vem sendo implementada pelo conselho nacional de secretários de saúde desde 2013, em 25 regiões de saúde de 11 estados brasileiros, ofertando um conjunto de ações educacionais aos profissionais do sistema único de saúde. Este estudo objetiva descrever o processo de construção participativa e consenso da modelização das ações educacionais, para subsidiar a avaliação da efetividade da estratégia. A construção da modelização foi realizada por meio da consulta a 18 informantes-chave, selecionados intencionalmente pela sua proximidade com o planejamento e a execução das ações educacionais. Os informantes analisaram individualmente a modelização inicialmente proposta, declarando seu grau de concordância acerca do conteúdo e fornecendo sugestões e comentários, os quais foram analisados pelos pesquisadores. O percentual mínimo de concordância total previamente estabelecido de 75% foi obtido ao final de três rodadas de consulta. Importantes sugestões foram realizadas ao longo das rodadas, evidenciando os elementos prioritários para subsidiar a avaliação da efetividade da estratégia. Os percentuais finais de concordância total da modelização variaram entre 76,5% e 100%, de acordo com o componente, demonstrando que a modelização construída participativamente pode ser considerada satisfatória. Essa construção pode estimular pesquisas a respeito de estratégias que busquem qualificar a resposta do sistema de saúde, por meio do desenvolvimento de competências, habilidades e atitudes de seus profissionais.

The Healthcare Planning strategy is a powerful device for reorganization of work processes in healthcare networks and has been implemented by the Brazilian National Council of State Health Secretaries since 2013 in 25 health regions in 11 states, offering a set of educational activities for healthcare workers in the Brazilian Unified National Health System. This study aims to describe the process of participatory and consensual modeling of educational activities to back the assessment of the strategy's effectiveness. Development of the modeling used consultation with 18 key informants, selected intentionally according to their proximity to the educational activities' planning and execution. The key informants analyzed the initially proposed modeling, stating their degree of agreement with the content and providing suggestions and commentary, analyzed by the researchers. Minimum total agreement, predetermined at 75%, was obtained after three rounds of consultation. Important suggestions were provided throughout the rounds, evidencing priority elements for backing assessment of the strategy's effectiveness. Final total agreement in the modeling varied from 76.5% to 100%, according to the component, demonstrating that participatorily modeling can be considered satisfactory. This construction can encourage studies on strategies that seek to improve the health system's effectiveness through development of health workers' competencies, skills, and attitudes.

La estrategia de Planificación de la Atención en Salud constituye un potente dispositivo de reorganización de los procesos de trabajo en las redes de atención en salud y viene siendo implementada por el Consejo Nacional de Secretarías de Salud desde 2013, en 25 regiones de salud, de 11 estados brasileños, ofertando un conjunto de acciones educacionales a los profesionales del Sistema Único de Salud. Este estudio tiene como objetivo describir el proceso de construcción participativa y consenso en la modelización de las acciones educacionales, para apoyar la evaluación de la efectividad de la estrategia. La construcción de la modelización se realizó mediante la consulta a 18 informantes-claves, seleccionados intencionalmente por su proximidad con la planificación y ejecución de las acciones educacionales. Los informantes analizaron individualmente la modelización inicialmente propuesta, declarando su grado de concordancia acerca del contenido, proporcionando sugerencias y comentarios, que fueron analizados por los investigadores. El porcentaje mínimo de concordancia total previamente establecido de 75% se obtuvo tras el final de tres ruedas de consulta. Se realizaron importantes sugerencias a lo largo de las ruedas, evidenciando los elementos prioritarios para apoyar la evaluación de la efectividad de la estrategia. Los porcentajes finales de concordancia total de la modelización variaron entre 76,5% y 100%, de acuerdo con el componente, demostrando que la modelización construida participativamente puede ser considerada satisfactoria. Esa construcción puede estimular investigaciones, respecto a las estrategias que busquen cualificar la respuesta del sistema de salud, mediante el desarrollo de competencias, habilidades y actitudes de sus profesionales.

The effectiveness of the Peyton's 4-step teaching approach on skill acquisition of procedures in health professions education: A systematic review and meta-analysis with integrated meta-regression.

BACKGROUND: Acquisition of procedures is an important element in health professions education. Traditionally procedures are taught using a "see one - do one" approach. That is a teacher demonstrates and describes a procedure and afterwards the students practice the procedure. A more recent teaching approach for the acquisition of procedural skills was presented by Walker and Peyton. Peyton's teaching approach is a stepwise teaching approach and consists of the following four steps: demonstration, deconstruction, comprehension and performance. The aims of this study were (i) to systematically evaluate the effectiveness of Peyton's 4-step teaching approach on the acquisition of procedural skills in health professions education and (ii) to evaluate whether studies with fewer students per teacher showed a larger between group difference than studies with more students per teacher. METHODS: We searched in Medline, PsycInfo, Embase and ERIC for eligible studies. Records were screened by two independent reviewers. A random effects meta-analysis was performed to evaluate skill acquisition and time needed to perform the procedures at post-acquisition and retention tests. A meta-regression was used to explore the effect of the number of students per teacher on the estimated effect of the educational interventions. RESULTS: An effect size of 0.45 SMD (95% CI [0.15; 0.75]) at post-acquisition and 0.7 SMD (95% CI [-0.09; 1.49]) at retention testing were in favour of Peyton's teaching approach for skill acquisition. The groups using Peyton's teaching approach needed considerably less time to perform the procedure at post-acquisition (SMD: -0.8; 95% [CI -2.13 to 1.62]) and retention (SMD: -2.65; 95% CI [-7.77 to 2.47]) testing. The effectiveness of Peyton's teaching approach was less clear in subgroup analyses using peer teachers. Meta-regression showed that the number of students per teacher was an important moderator variable. CONCLUSION: Peyton's teaching approach is an effective teaching approach for skill acquisition of procedural skills in health professions education. When peer students or student tutors are used as teachers the effectiveness of Peyton's teaching approach is less clear. Peyton's teaching approach is more effective when small groups with few students per teacher are used.

Acquisition of Procedural Skills in Preregistration Physiotherapy Education Comparing Mental Practice Against No Mental Practice: The Learning of Procedures in Physiotherapy Education Trial - A Development of Concept Study.

INTRODUCTION: Procedural skills are a central element in the education of physiotherapists. Procedural skills relate to the execution of a practical task. An educational intervention, which can be used to support skill acquisition of procedural skills, is mental practice (MP). Several studies have investigated the use of MP or imaging in medical education. This pilot study evaluated the application of MP on the acquisition of procedural skills in physiotherapy education. METHODS: This pilot randomised controlled study recruited a convenience sample of 37 BSc physiotherapy student participants. Two different complex task procedures (transfer and vestibular rehabilitation) were trained during this study. Participants in both the transfer (task procedure 1) and the vestibular rehabilitation (task procedure 2) arm of the study were randomly assigned to either MP or no MP. RESULTS: For the transfer task, median performance at post-acquisition testing showed a moderate effect size in favour of the group using MP (r: -0.3), but the findings were not statistically significant (P: 0.2). Similar results were found for the vestibular rehabilitation task (r: 0.29; P: 0.21). In addition, the self-reported confidence was higher in the MP group. CONCLUSION: Moderate effect sizes were identified in favour of MP at post-acquisition testing. In addition, the between-group difference was higher than the minimally important difference. The feasibility of the study was high based on quantitative feasibility measures such as the recruitment rate. Both these findings suggest larger well-powered studies should be considered to confirm the findings of this pilot study.

The assessment of procedural skills in physiotherapy education: a measurement study using the Rasch model.

BACKGROUND: Procedural skills are a key element in the training of future physiotherapists. Procedural skills relate to the acquisition of appropriate motor skills, which allow the safe application of clinical procedures to patients. In order to evaluate procedural skills in physiotherapy education validated assessment instruments are required. Recently the assessment of procedural skills in physiotherapy education (APSPT) tool was developed. The overall aim of this study was to establish the structural validity of the APSPT. In order to do this the following objectives were examined: i) the fit of the items of APSPT to the Rasch-model, ii) the fit of the overall score to the Rasch model, iii) the difficulty of each test item and iv) whether the difficulty levels of the individual test items cover the whole capacity spectrum of students in pre-registration physiotherapy education. METHODS: For this observational cross-sectional measurement properties study a convenience sample of 69 undergraduate pre-registration physiotherapy students of the HES-SO Valais-Wallis was recruited. Participants were instructed to perform a task procedure on a simulated patient. The performance was evaluated with the APSPT. A conditional maximum likelihood approach was used to estimate the parameters of a partial credit model for polytomous item responses. Item fit, ordering of thresholds, targeting and goodness of fit to the Rasch model was assessed. RESULTS: Item fit statistics showed that 25 items of the APSPT showed adequate fit to the Rasch model. Disordering of item thresholds did not occur and the targeting of the APSPT was adequate to measure the abilities of the included participants. Undimensionality and subgroup homogeneity were confirmed. CONCLUSION: This study presented evidence for the structural validity of the APSPT. Undimensionality of the APSPT was confirmed and therefore presents evidence that the latent dimension of procedural skills in physiotherapy education consists of several subcategories. However, the results should be interpreted with caution given the small sample size.

Injury Patterns and Medical Evacuation of Patients in Chifeng Tornado in China, August 11, 2017.

OBJECTIVES: To study injury patterns and medical rescue operations related to tornadoes that occur in rural areas, this study investigated the data pertaining to the 2017 Chifeng tornado (China). METHODS: Medical records of 52 tornado-related patients were investigated. Data were collected from 3 local hospitals that received all the tornado victims. RESULTS: A total of 148 injuries were diagnosed. Tornado-related injuries were mainly caused by collapsed houses (51.9%) and direct physical trauma caused by the tornado (38.5%). Most injuries occurred outdoors (63.5%). The head (20.3%) and thorax (14.8%) were most 2 frequent anatomical injury sites. Soft-tissue injuries (43.9%) and contusions and lacerations (37.3%) were the 2 most common injury types. On evaluating the Abbreviated Injury Scale scores, a score of 1 was the most common (66.2%), and a score of 6 was not recorded. CONCLUSIONS: A trailing phenomenon in the distribution of time to admission among the victims of a particular tornado in China was observed. The delivery is timely compared with nondisaster situation. There was a statistically significant difference of injury causes between outdoor and indoor patients. Helmets should be used by potential tornado victims. Basement units capable of functioning as shelters should be built in villages.

O ensino do exercício profissional da Terapia Ocupacional com foco em pessoas idosas: proposta de organização das práticas na Graduação / The teaching of the professional practices of Occupational Therapy with elderly people: propose of organization of the practices in the Graduation / La enseñanza de la práctica profesional de Terapia Ocupacional con un enfoque en las personas mayores: propuesta para la organización de prácticas en cursos de Pregrad

O trabalho descreve a organização das ações, projetos, práticas e disciplinas oferecidas aos alunos do Curso de Terapia Ocupacional da Universidade Federal do Espírito Santo, para atuarem junto a pessoas idosas. Para tanto, conheceu-se a rede de serviços do município de São Paulo, realizaram-se reuniões com a Secretaria Municipal de Saúde de Vitória, ES, e com uma Unidade de Saúde da Família. Conclui-se que foi possível contemplar os diferentes níveis de complexidade da atenção, e idosos em diferentes níveis de fragilidade. Palavras-chave: Educação Profissional em Saúde Pública; Idoso; Terapia Ocupacional; Educação.

This paper describes an organization of the actions, projects, practices and disciplines with the elderly offered to the students of the Occupational Therapy Course of the Federal University of Espírito Santo. For that purpose, the service network of the city of São Paulo was met, meetings were held with the Municipal Health Department of Vitória City and with a Family Health Unit. It was concluded that it was possible to contemplate the different levels of complexity of care and the elderly in different levels of fragility.

El trabajo describe la organización de acciones, proyectos, prácticas y disciplinas ofrecidas a los estudiantes del Curso de Terapia Ocupacional en la Universidad Federal de Espírito Santo, para trabajar con personas mayores. Para ello, se conoció la red de servicios del municipio de São Paulo, se realizaron reuniones con la Secretaría Municipal de Salud de Vitória, ES, y con una Unidad de Salud Familiar. Se concluyó que era posible contemplar los diferentes niveles de complejidad de la atención y los ancianos en diferentes niveles de fragilidad.

Enhancing health professional education capacity in the Western Pacific region.

In the past 5 years there has been a rapid rise in numbers of foreign-trained medical graduates returning to their countries to work as interns across the Western Pacific. These graduates were found to have a varied and different level of clinical knowledge and skill from that previously experienced in the region. This change in workforce profile led to an urgent need for upskilling clinicians as educators and supervisors. A team of clinical education facilitators were invited to design and deliver context-specific professional education workshops to address this need. These workshops were designed to equip clinical staff with education and supervision skills to optimise teaching and learning opportunities in clinical settings for these new graduates of foreign medical programs. Embracing a collaborative approach and addressing learning needs in local contexts has enabled the team to enhance medical education capacity in the Western Pacific region. This article presents the context of the need for and development of clinical education workshops for intern supervisors in the Western Pacific.

Educação permanente e apoio matricial: formação, vivências e práticas dos profissionais dos Núcleos de Apoio à Saúde da Família e das equipes apoiadas / Continuing education and matrix support: training, experience, and practices of health professionals in the Centers for the Support of Family Health and the supported teams / Educación permanente y apoyo matricial: formación, vivencias y prácticas de los profesionales de los Núcleos de Apoyo a la Salud de la Familia y de los equipos apoyados

Resumo: Este estudo objetivou compreender e analisar como os processos de educação permanente são vivenciados pelos profissionais dos Núcleos de Apoio à Saúde da Família (NASF) e das equipes de saúde da família (EqSF). Buscou ainda compreender como o apoio matricial, como estratégia de educação permanente, estava incorporado ao trabalho desses profissionais. Estudo de casos múltiplos, com abordagem qualitativa, realizado em seis municípios da Região Sudoeste da Bahia, Brasil, que contavam com NASF do tipo I. Foram realizadas entrevistas semiestruturadas com 43 profissionais do NASF e 40 com médicos e enfermeiros das equipes apoiadas. As entrevistas foram categorizadas e analisadas por meio da técnica da análise de conteúdo temática. Os resultados evidenciaram que as ações de educação permanente são insuficientes e inadequadas, com oferta de treinamentos esporádicos desenvolvidos por meio de metodologia tradicional de ensino. Evidencia-se a não institucionalidade da educação permanente como política nos municípios estudados. A formação sobre o apoio matricial e o processo de trabalho do NASF mostrou-se frágil para ambos os grupos, o que interfere na função de apoio e na gestão do cuidado. Foi evidenciada a diminuta atuação dos NASF como promotores de educação permanente para as equipes apoiadas.

Abstract: This study aimed to understand and analyze how processes of continuing education are experienced by professionals in the Centers for the Support of Family Health (NASF) and family health teams. The aim was also to understand how matrix support as a strategy for continuing education was incorporated into the work of these professionals. This was a multiple case study with a qualitative approach in six municipalities in southeast Bahia State, Brazil, which had type-I NASF. Semi-structured interviews were held with 43 NASF professionals and 40 with physicians and nurses from the supported teams. The interviews were categorized and analyzed using thematic content analysis. The results showed that the activities in continuing education are insufficient and inadequate, with a supply of sporadic training developed with a traditional teaching methodology. Continuing education had not been institutionally consolidated in the six municipalities. Training in matrix support and the work process in the NASF proved weak for both groups, which interfered in the support function and management of care. The study revealed the limited action of NASF as promotors of continuing education for the supported teams.

Resumen: Este estudio tuvo como meta comprender y analizar cómo se viven los procesos de educación permanente por parte de los profesionales de los Núcleos de Apoyo a la Salud de la Familia (NASF) y de los equipos de salud de la familia (EqSF). Se buscó incluso comprender cómo el apoyo matricial, como estrategia de educación permanente, estaba incorporado al trabajo de estos profesionales. Es un estudio de casos múltiples, con un enfoque cualitativo, realizado en seis municipios de la región sudoeste de Bahía, Brasil, que contaban con NASF del tipo I. Se realizaron entrevistas semiestructuradas a 43 profesionales del NASF y 40 con médicos y enfermeros de los equipos apoyados. Las entrevistas fueron categorizadas y analizadas mediante la técnica el análisis de contenido temático. Los resultados evidenciaron que las acciones de educación permanente son insuficientes e inadecuadas, con una oferta de formación esporádica, desarrollada mediante una metodología tradicional de enseñanza. Se evidencia la no institucionalidad de la educación permanente como política en los municipios estudiados. La formación sobre el apoyo matricial y el proceso de trabajo del NASF se mostró frágil para ambos grupos, lo que interfiere en la función de apoyo y en la gestión del cuidado. Se evidenció una escasa actuación de los NASF como promotores de educación permanente hacia los equipos apoyados.

An Embedded Librarian Program: Eight Years On.

This article examines an embedded librarian program eight years after implementation in a large academic health center. Librarians were physically moved into the colleges of pharmacy, public health, and nursing. Statistics are reported as well as comments from the participating librarians and faculty members. Strong relationships have been built between librarians, faculty members, and students. Locating the librarians among faculty and students led to a better understanding of client needs and an increased awareness of librarian competencies and services resulting in partnerships and greater utilization of library services.

Case-Based Teaching for Interprofessional Postgraduate Trainees in Adolescent Health.

PURPOSE: Adolescent health providers increasingly work in interprofessional environments. There is a lack of evidence regarding best educational practices for preparing the adolescent health care workforce of the future. We developed, implemented, and evaluated an interprofessional longitudinal case-based curriculum for postgraduate trainees in adolescent health. METHODS: Faculty in an academic adolescent medicine division worked collaboratively with recent trainees to develop six teaching cases illustrative of interprofessional care of adolescents. During the 2013-2014 academic year, seven trainees (two social workers, two physicians, one nurse practitioner, one psychologist, and one dietician) completed the six month-long case modules while simultaneously working together in an interprofessional clinic. Trainees completed four-item pre- and post-case questionnaires that assessed confidence with assessment and diagnosis, comfort with counseling skills, ability to devise a treatment plan, and understanding of their colleagues' role for each of the six cases. Participants completed the 19-item Readiness for Interprofessional Learning Scale and the 12-item Interdisciplinary Education Perception Scale at three time points during the academic year and a 15-minute interview after their final session. RESULTS: Confidence with assessment/diagnosis, comfort counseling adolescents, and the ability to devise treatment plans increased for most case topics, as did understanding of the role of others on the interprofessional team. Mean Readiness for Interprofessional Learning Scale and Interdisciplinary Education Perception Scale scores were high at baseline and similar at all three time points. Interviews highlighted the value of role clarity, communication, and learning within interprofessional teams along with modeling from interprofessional faculty. CONCLUSIONS: Case-based learning in conjunction with collaborative practice provided a successful teaching strategy for interprofessionals in adolescent health.

Cultivating Hygiene as a Science: The Welch-Rose Report's Influence at Johns Hopkins and Beyond.

In 1915, William Henry Welch and Wickliffe Rose submitted a report to the Rockefeller Foundation that became the template for public health professional education in the United States and abroad. Based on the Welch-Rose Report's recommendations, the Foundation awarded a grant to Johns Hopkins University in 1916 to establish the first independent graduate school of public health, with Welch serving as the founding dean. The Welch-Rose Report and, by extension, the Johns Hopkins School of Hygiene and Public Health established and transmitted a new model of scientific training that wove the laboratory mindset together with the methods of public health administration and epidemiologic fieldwork. During the School's first quarter-century, faculty and alumni were remarkably active in frontline public health problem-solving, as well as launching public health agencies and schools of all types and sizes. The most lasting contribution of the Welch-Rose Report and the Johns Hopkins School of Hygiene and Public Health, now the Johns Hopkins Bloomberg School of Public Health, has been to "cultivate the science of hygiene" to bring about exponential growth in the evidence base for public health. The schools that have adopted the Johns Hopkins model of public health education worldwide have produced professionals who have worked to achieve wide-ranging reforms dedicated to preserving life, protecting health, and preventing injury across populations and continents.

Content of Public Health Ethics Postgraduate Courses in the United States.

UNLABELLED: This paper evaluates the content of the syllabi of postgraduate courses on public health ethics (PHE) within accredited schools and programs of public health (PH) in the United States in order to gain an awareness of the topics addressed within these courses. METHODS: Data was gathered via the analysis of syllabi of courses on PHE. In 2012, information was requested by e-mail from the 48 schools and 86 PH programs accredited by the U.S. Council on Education for Public Health for 2012. The "Epidemiology and PHE Syllabi" project of the University of Miami also was consulted. A table of topics was drawn up in order to carry out content analysis of the documents. RESULTS: Data was obtained from 25 schools (52%) and 36 accredited programs (42%); 36 syllabi were gathered and 75 different topics were found. Of these, 38 topics were addressed in six or more syllabi and can be grouped as follows: foundations of PHE; autonomy and its limits; infectious disease control; justice; research ethics; health education and promotion; environmental and occupational health; screening; genetics; privacy and confidentiality; and community-based practice and vulnerable populations. CONCLUSIONS: The analyzed syllabi show high variability in curricular content. The debate with regard to whether a core curriculum on PHE should be established is ongoing. The results of this work might be of interest for schools and programs of PH in other countries or regions of the world in order to develop or ameliorate their own PHE syllabi.

Qualificação de processos de gestão e atenção no município de Caaporã, PB: relatos de tutoria de educação permanente em saúde / Qualification of management and attention processes in the city of Caaporã, state of Paraíba, Brazil: mentoring reports on permanent education in health

Objetivou-se relatar a formação em Educação Permanente em Saúde (EPS) de Equipes de Saúde da Família (ESF) do município de Caaporã - PB. Os problemas identificados dizem respeito a dificuldades de acesso dos usuários, fragilidade do vínculo com a comunidade e ausência de ações educativas e preventivas. As intervenções propostas envolvem a reorientação das estratégias de acesso, integração entre a ESF e comunidade e a redistribuição das tarefas entre os membros da ESF. Os resultados revelam a eliminação da fila de espera para o atendimento, o fortalecimento do vínculo com a comunidade e a introdução de ações preventivas na ESF. A EPS em Caaporã contribuiu para modificar as práticas de gestão e atenção em saúde.

The aim of this paper was to report the training on Permanent Education in Health (PEH) of Family's Health Teams (FHT) from the Muncipality of Caaporã, State of Paraíba. The problems identified involved the difficulties to access health services, fragility of the link with the community, and lack of educational and preventive actions. The proposed interventions encompass redirection of access strategies, integration between ESF and the community, and redistribution of tasks among FHT members. Results show the elimination of queue for care service, strengthening of the link with the community, and introduction of preventive measures in the FHT. The PEH in Caaporã contributed to modify the management and health care practices.

A proposta da Educação Permanente em Saúde na formação de cirurgiões-dentistas em DST/HIV/Aids / La propuesta de la Educación Permanente en Salud en la formación de cirujanos-dentistas en DST/HIV/Sida / The proposal of Permanent Heath Care Education in capacitating dental surgeons to care for DST/HIV/Aids patients

Relata-se a experiência do "Projeto de formação de cirurgiões-dentistas como facilitadores em Educação Permanente em Saúde na área de DST/HIV/Aids", desenvolvido numa parceria do Programa Nacional de DST/Aids, Área Técnica de Saúde Bucal do Ministério da Saúde, universidades públicas, Secretarias Estaduais e Municipais de Saúde. O objetivo do projeto foi qualificar cirurgiões-dentistas da rede pública de saúde nos estados e municípios brasileiros para a atenção integral e humanizada às pessoas vivendo com HIV/Aids. A metodologia de escolha para a formação das equipes de facilitadores foi a Educação Permanente em Saúde por meio de cursos semi-presenciais com enfoque na problematização das realidades locais e profissionais. Buscou-se, assim, construir um processo de educação visando a modificar e a reorientar a prática odontológica hegemônica, fortalecendo os processos de atenção e de gestão e as parcerias, garantindo a sustentabilidade das ações nos estados e municípios.

The proposal of Permanent Heath Care Education in capacitating dental surgeons to care for DST/HIV/Aids patients This is a report on the experience of the "Project for training dental surgeons as facilitators in Permanent Health Care Education in the field of DST/HIV/Aids" developed through a partnership involving the National DST/Aids Program, the Technical Area of Oral Health of the Health Ministry, Public Universities, Municipal and State Secretaries of Health. The objective of the program was to capacitate dental surgeons of the public health network in Brazilian states and cities to provide integral and humanized attention to people living with HIV/Aids. The methodology of choice to train the teams of facilitators was Permanent Health Care Education conducted by means of courses traditional and long distance learning focused on the critical analysis of local and professional realities. Therefore it was an attempt to contruct an educational process geared towards reorienting the hegemonic practice of dentistry, strengthening the processes of care and management and the partnerships, providing sustainability to the actions undertaken in the states and cities.

La propuesta de la Educación Permanente en Salud en la formación de cirujanos-dentistas en DST/HIV/Sida Se relata la experiencia del "Proyecto de formación de cirujanos-dentistas como facilitadores en educación Permanente en Salud en el área de DST/HIV/Sida", desarrollado en una asociación con el Programa Nacional de DST/Sida, Área Técnica de Salud Bucal del Ministerio de la Salud, universidades públicas, Secretarías Estatales y Municipales de Salud de Brasil. El objeto del proyecto ha sido el de calificar a cirujanos-dentistas de la red pública de salud en los estados y municipios brasileños para la atención integral y humanizada a las personas que viven con HIV/Sida. La metodología escogida para la formación de los equipos de facilitadores ha sido la Educación Permanente en Salud por medio de cursos semi-presenciales enfocados en la problematización de las realidades locales y profesionales. Se buscó así construir un proceso de educación visando modificar y re-orientar la práctica odontológica hegemónica, fortaleciendo los procesos de atención y de gestión y las asociaciones, garantizando el sustentamiento de las acciones en los estados y municipios.