Learning to learn

is it a possible trajectory for health professionals in a hospital environment?

Abstract

Study with a qualitative approach, of an interpretative-explanatory nature, focusing on the student's perspective on the learning constructed in an educational initiative guided by competence, based on innovative teaching-learning methodologies and aimed at improving health care. Thirty-three hospitals participated in this postgraduate initiative in “Clinical Management at SUS (universal health system in Brazil) Hospitals”, with an intentional sample of five hospitals being defined, considering physical and organizational structure, linkage to the care network, and the existence of a postgraduate program. Of the forty-six Course Completion Works (TCC) by health professionals linked to the selected hospitals, 17 TCCs were analyzed using the saturation method. The qualitative analysis of the works was carried out according to the thematic modality of content analysis. In light of the socio-interactionist references to education, the main results indicated that active methodologies and the dialogic approach were the educational devices that most contributed to the transformation of students' practices. The ability to learn how to learn, problematizing thinking, and the use of clinical management tools were reported as new knowledge and practices built from the investigated educational initiative.