PRIMARY HEALTH CARE AND COMPREHENSIVENESS: IMPLICATIONS FOR TEACHING-LEARNING

This research analyzed the Comprehensiveness awareness from the nursing and medical student´s perspective involved with the Primary Health Care (PHC). The guiding assumption is the need to fathom comprehensiveness in the PHC, taking into consideration its polysemy, and its impact and relevance in the training of future healthcare professionals. A qualitative approach to the type Case Study was approved by the Human Research Ethics Committee of the Faculty of Medicine of Marília (FAMEMA). The research participants were eight students with whom an interview was made, being data interpreted subsequently by the Thematic Content Analysis tool. Three analytical categories emerged: "The integration between the educational units (UES, LPP and UPP) complements the work of teaching and learning in teams and promotes understanding of comprehensiveness", "Comprehensiveness developed through light technology, connection, commitment and look at the person, family context and in all phases of the life cycle " and "The non-structuring of the UPP and the Health Units leaves gaps in comprehensiveness learning ". We long for a teaching/learning process that regards care in the comprehensiveness’ perspective.