Evaluation of Patient Safety Centers in the teaching-learning process of multiprofessional health residents
DOI:
https://doi.org/10.22421/1517-7130/es.2025d1097Keywords:
Problem-based learning, Internship and residency, Patient safetyAbstract
The inclusion of patient safety as a theme in technical, higher education, and postgraduate teaching is recommended by international and national organizations.The objective of this study is to report the experience of the teaching-learning process of patient safety, at the lato sensu postgraduate level (residency), in a public university located in the Northeastern Sertão region. The experience of learning evaluation is presented based on the situational diagnosis of Patient Safety Centers (NSP) by residents, through investigation in in-service training settings, using the problematization methodology. Heterogeneity was evidenced in these settings, ranging from full implementation to the non-existence of these Centers. The university has been considering strategies for training the health network that supports professional education, in order to foster these Centers. The pedagogical objective of encouraging residents to problematize reality as healthcare professionals was also achieved.
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