A post-Flexner comparative case study of medical training responses to health system needs in Brazil and Germany.

Health systems need medical professionals who can and will work in outpatient settings, such as general practitioner practices or health centres. However, medical students complete only a small portion of their medical training there. Furthermore, this type of training is sometimes seen as inferior to training in academic medical centres and university hospitals. Hence, the healthcare system's demand and the execution of medical curricula do not match. Robust concepts for better alignment of both these parts are lacking. This study aims to (1) describe decentral learning environments in the context of traditional medical curricula and (2) derive ideas for implementing such scenarios further in existing curricula in response to particular medicosocietal needs.This study is designed as qualitative cross-national comparative education research. It comprises three steps: first, two author teams consisting of course managers from Brazil and Germany write a report on change management efforts in their respective faculty. Both teams then compare and comment on the other's report. Emerging similarities and discrepancies are categorised. Third, a cross-national analysis is conducted on the category system.Stakeholders of medical education (medical students, teaching faculty, teachers in decentral learning environments) have differing standards, ideals and goals that are influenced by their own socialisation-prominently, Flexner's view of university hospital training as optimal training. We reiterate that both central and decentral learning environments provide meaningful complementary learning opportunities. Medical students must be prepared to navigate social aspects of learning and accept responsibility for communities. They are uniquely positioned to serve as visionaries and university ambassadors to communities. As such, they can bridge the gap between university hospitals and decentral learning environments.

Educação e saúde na escola e a contrarreforma do ensino médio: resistir para não retroceder / Education and health in schools and the counter-reformation of secondary education: resisting in order not to regress / Educación y salud en la escuela y la contrarreforma de la educación secundaria: resistir para no retroceder

Resumo O artigo analisa o impacto das mudanças em curso, com base na aprovação da lei n. 13.415, de 16 de fevereiro de 2017, na formação dos jovens, em particular na abordagem da saúde na escola. Debatemos como as alterações na Lei de Diretrizes e Bases da Educação Nacional, introduzidas pela referida lei, poderão afetar a educação em saúde no ambiente escolar, retomando o debate sobre a educação em saúde na escola, a proposição da saúde como tema transversal e a abordagem da saúde nos livros didáticos. A contrarreforma do ensino médio significará, na prática, a flexibilização ou a supressão de conteúdos anteriormente obrigatórios a partir da instauração de itinerários formativos e arranjos curriculares com potencial para subtrair o debate do campo das ciências sociais e humanas, das quais comumente têm-se a expectativa de contribuir para a superação das concepções e práticas estritamente biomédicas do processo saúde-doença. Consideramos que profissionais de saúde, professores, pesquisadores e estudantes devam ampliar esse debate e participar efetivamente da luta pela reversão da contrarreforma tal como aprovada.

Abstract This article analyzes the impact of the ongoing changes, with the enactment of Brazilian Federal Law no. 13415, from February 16th, 2017, in the training of youths, especially regarding the approach to health in schools. We discuss how the changes in the Law of National Education Guidelines and Foundations (Lei de Diretrizes e Bases da Educação Nacional, in Portuguese), introduced by the aforementioned law will affect education in health in school settings, reviving the debate about education in health in schools, the proposal of health as a cross-sectional topic, and the approach to health in schoolbooks. The counter-reformation of secondary education will mean, in practice, the adaptation or suppression of content that was previously mandatory with the establishment of training itineraries and syllabus arrangements with a potential to take the debate away from the fields of Social Sciences and Humanities, fields that are commonly expected to contribute to overcome the strictly biomedical conceptions and practices of the health-illness process. We consider that health professionals, teachers, researchers and students should expand this debate and effectively take part in the struggle for the reversal of the counter-reformation as it was enacted.

Resumen El artículo analiza el impacto de los cambios en curso en la formación de los jóvenes, en particular en el abordaje de la salud en la escuela, a partir de la aprobación de la ley n° 13.415 del 16 de febrero del 2017. Debatimos la forma en la que las modificaciones en la Ley de Directrices y Bases de la Educación Nacional, introducidas por la ley antes mencionada, podrán afectar la educación en salud en el ambiente escolar, retomando el debate sobre la educación en salud en la escuela, la propuesta de la salud como un tema transversal y el abordaje de la salud en los libros didácticos. La contrarreforma de la educación secundaria significará, en la práctica, la flexibilización o la eliminación de contenidos anteriormente obligatorios a partir de la instauración de itinerarios de formación y planes de estudio con potencial para retirar el debate del ámbito de las ciencias sociales y humanas, de las que comúnmente se espera que contribuyan a superar las concepciones y prácticas estrictamente biomédicas del proceso de salud-enfermedad. Consideramos que los profesionales de la salud, profesores, investigadores y estudiantes, deben ampliar este debate y participar efectivamente de la lucha para revertir la contrarreforma tal como ha sido aprobada.

Adolescentes e suas relações com serviços de saúde: estudo transversal em escolares de Niterói, Rio de Janeiro, Brasil / Adolescents and their relationship to health services: a school-based cross-sectional study in Niterói, Rio de Janeiro, Brazil

Este estudo transversal, realizado nas escolas de um bairro do Município de Niterói, Rio de Janeiro, Brasil, descreve a relação de adolescentes, entre 12 e 17 anos, com os serviços de saúde, através dos indicadores ­ morbidade referida, auto-avaliação do estado de saúde, necessidade de saúde sentida, demanda, utilização, fidelidade aos serviços de saúde e adesão aos cuidados de saúde ­ e sua associação com variáveis sócio-demográficas. O nível sócio-econômico, representado pelo tipo de escola, mostrou-se associado a todos os indicadores. Os alunos das escolas públicas tinham uma chance maior do que os alunos das escolas privadas de avaliarem seu estado de saúde como regular ou ruim e uma chance menor de expressarem necessidade sentida positivamente, demandarem serviços de saúde, obterem acesso aos serviços procurados e manterem-se fiéis aos serviços utilizados. As meninas apresentaram maior chance de auto-avaliarem seu estado de saúde como ruim ou muito ruim e de demandarem serviços de saúde. A adesão, tanto à realização de exames quanto ao tratamento prescrito por médicos, mostrou-se elevada na amostra investigada.

[Adolescents and their relationship to health services: a school-based cross-sectional study in Niterói, Rio de Janeiro, Brazil]. / Adolescentes e suas relações com serviços de saúde: estudo transversal em escolares de Niterói, Rio de Janeiro, Brasil.

This cross-sectional study describes the relationship between adolescents and health services using several indicators (self-reported diseases, self-rated health status, the need and search for health care, health care utilization and fidelity, adherence to medical prescription) and their association with socio-demographic variables. The adolescents (aged 12 to 17 years) were enrolled in schools from a district in Niteroi, Rio de Janeiro State, Brazil. Type of school, representing the participants' socioeconomic status, was associated with all the indicators. Adolescents in public schools tended to rate their health status as fair or poor. They also showed lower odds of reporting health needs, the search for health care, obtaining access, and remaining faithful to health services. Girls rated their health status as fair or poor and sought health care more frequently boys. High adherence to medical prescription of medicines and tests was observed in the sample.