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    Trabalho em equipe na residência multiprofissional: a perspectiva de preceptores do cuidado perinatal
    (Universidade Federal de São Paulo (UNIFESP), 2019-11-12) Tanaka, Cintia Kotomi [UNIFESP]; Batista, Sylvia Helena Souza da Silva [UNIFESP]; http://lattes.cnpq.br/7402359906381953; http://lattes.cnpq.br/3876831382310403; Universidade Federal de São Paulo (UNIFESP)
    INTRODUCTION: The complexity of perinatal care requires the engagement of several health care areas. Multiprofessional Residency in Neonatology is part of a strategy to promote comprehensive care, training of health professionals in priority areas of the Unified Health System - SUS, and continuous education of service team members. Multiprofessional Residency, interdisciplinarity and teamwork were studied to understand the delimited object of this study. OBJECTIVES: The purpose of this research is to understand the view of preceptors regarding teamwork, the difficulties encountered, the potentialities of this type of work, and suggestions for their training in Multiprofessional Residency and perinatal care. METHODOLOGY: The methodology was based on a qualitative and exploratory approach, using questionnaires and focus groups with 31 preceptors, 10 of which also held management positions in the area. The questionnaires collected data to characterize the participants. Focus groups addressed the work of preceptors, Multiprofessional Residency, and teamwork. The data obtained through the focus groups was interpreted as per the analysis of the content in the thematic modality, according to Bardin (2016), Minayo (2013), and Franco (2005). The guiding nucleus of the analysis was threefold: the role of preceptors in the Multiprofessional Residence, motivation, satisfaction and acknowledgment of their work; the contact with the Pedagogical Political Project, the identification of learning objectives in the practice scenario, the development of these objectives, and the concerns for the resident training and graduate profile; teamwork in the Neonatal Unit and the Multiprofessional Residence. RESULTS: The following categories of analysis emerged as a result from the focus groups: teaching as a personal and professional interest concurrent with the imposition from the institution; the need for training for in-service teaching, through institutional support and encouragement for Continuous Education in the health care field; Multiprofessional Residency as a sponsor of team discussions and as a proponent of reflection on teamwork; and the need to value teaching as a professional activity. FINAL CONSIDERATIONS: Through the analysis of difficulties, challenges and suggestions, this study showed that there are issues situated in different dimensions, such as: macro, which includes the institutional policies and the role of RMS, including both the hospital and the partnering IES; meso, which includes the infrastructure and reorganization of work processes in the health care area, with the multiprofessional resident in training, as well as taking an active role, establishing EPS spaces; and micro, which comprises the relationships between teams, between preceptors and residents, and between these actors and the users.