Sequential didactic

Corresponds to the theme of the didactic sequence

Difficulties facing health crisis scenarios

Contextualization

Presentation of the pedagogical strategies proposed in the didactic sequence in question

Primary Care in Brazil has faced difficulties during the COVID-19 pandemic, which are related to public health management in a scenario that precedes the health crisis [11] . As the SUS was already dealing with politicaladministrative deficits before the pandemic, the health crisis ended up having a higher degree of limitation than expected, especially when compared to other health systems in which management is well coordinated in its financial and bureaucratic sphere [11] . Given the importance of this theme, this didactic sequence was constructed to collaborate with the training of future professionals who will be able to work in health management as coordinators of Primary Care, with the aim of bringing them closer to these difficulties that are being experienced during the pandemic and the way in which Primary Care has been organized in the midst of the health crisis, so that they can build reflections that will qualify their future professional practices. In this didactic sequence, the active methodology will be used as a teachinglearning strategy, which allows the student a more participatory posture, with active involvement in solving problems and developing projects, which creates means for the effective construction of knowledge. The methodology to be used will be the inverted classroom, where the student studies the content in advance and the classroom becomes the place of active learning, with the development of practical activities, questions, discussions and the receipt of feedback to be developed by the teacher [12] .

Target audience

Who is the didactic sequence intended for

This teaching strategy can be used in lato sensu postgraduate courses in the health area that contain in their curricular matrices contents related to Public Health Management in the scope of Primary Care of the Unified Health System (SUS).

Prior knowledge

Knowledge that students need to have previously acquired to participate in that didactic sequence

- Principles and guidelines of Primary Care; Primary Care in the Health Care Network; Attributions of Primary Care Professionals; Work process in Primary Care.

- What the Primary Care coordinator does: Work Management; Work Process Management; Management of Permanent Education in Health; Information Management in Primary Care; Resource and Technology Management; Results Management.

- Permanent Health Education in Primary Care.

- Health Care Networks and their interface with the work of the Primary Care coordinator.

General objective and specific objectives

Objectives that the didactic sequence proposes to be achieved

Main goal: Develop learning related to Primary Care in a scenario of health crisis, through the use of an active methodology that can affect the construction of knowledge in a collaborative way, through the participation and active involvement of students, to enable qualified future professional practices in the coordination of the Basic Attention.

Specific objectives:

- Know the difficulties being faced by Primary Care during a health crisis;

- Learn about experiences of how Primary Care has reorganized its work processes to face a health crisis scenario;

- Identify the contributions of Primary Care in the face of a health crisis;

- Build new possibilities so that Primary Care can effectively deal with health crises.

Predicted time

Expected duration for the development of the didactic sequence

The teaching strategy will take place in four class hours in the classroom, according to the following organization:

- One hour dedicated to class discussion related to the materials studied at home, with mediation to be carried out by the teacher through questions constructed through the difficulties identified in the evaluation activity developed before the class by the students and, division of the class into small groups with presentation the activity proposed for the classroom: presentation in a creative way, in groups, of how Primary Care in municipalities can effectively organize themselves to face health crises;

- Two class hours for the groups to build their presentations in a creative way;

- One hour of class for group presentations and feedback from the teacher.

Student management

Preparation of students in the classroom for the development of the didactic sequence

Initially, students should be in the organization in a circle format for the discussion moment. After the discussion, in a second moment, the students should be grouped in small groups for the development of the activity. And, in a third moment, the students should form a circle to carry out the group presentations and close with feedback from the teacher. The teacher should be the mediator at all times.

Didactic resources

Physical space and materials that will be used

Physical space: It is recommended to use a large classroom, in order to allow better organization and arrangement of small groups and a single circle with the whole class. Materials: Cardboard, pilots, A4 sheets and pens.

Class development

Details of each moment proposed by the didactic sequence

One week before the class, the teacher should provide scientific articles with the contents to be studied by the students and ask them to respond to the evaluation activity that consists of a synthesis of the contents responding to the questions prepared by the teacher.

Link suggestion for scientific articles: https://iajmh.emnuvens.com.br/iajmh/article/view/87,

https://rbmfc.org.br/rbmfc/article/view/2665,

https://www.jmphc.com.br/jmphc/article/view/1136,

https://ojs.brazilianjournals.com.br/ojs/index.php/BJHR/article/view/23997.

Suggested questions for the evaluation activity:

- Based on your studies, how do you identify the role of Primary Care in facing a health crisis?

- What are the difficulties encountered in the experiences of Primary Care in facing a health crisis and which are in common with the difficulties that you have already been able to identify in the municipality where you live?

- What were the contributions of Primary Care in facing the health crisis that you identified in the study material? In the municipality where you live, was it possible to identify other contributions? If yes, describe them. If not, justify your answer.

- How did Primary Care reorganize its work processes to face a pandemic? What has changed?

- Do an analysis of the strategies that have been used by Primary Care to face a health crisis?

The evaluation activity must be recorded by the students in a file in pdf format and sent to the teacher via email two days before the class. In this way, the teacher will be able to access the students’ productions and find out what were the reflections made and what were the critical points of the studied materials that need to be resumed in the classroom.

Moment 1 (Class 1: 1 hour): Initially, the teacher should provide feedback on the activities, with a subsequent opening of a moment of discussion related to the critical points identified by the teacher in the evaluation activities. The teacher should go back to certain points of the contents to facilitate the discussion. Students should be encouraged to participate. The teacher must inform the time allotted for the moment.

Moment 2 (Classes 2 and 3: 2 hours): The teacher must present the next activity to be developed in the classroom: a creative and group presentation of how Primary Care in municipalities can effectively organize themselves for the coping with health crises. Then, the teacher should divide the class into small groups and request the development of the activity. The teacher must inform the time allocated for the activity.

Moment 3 (Class 4: 1 hour): After completing the construction of the presentations by the groups, the teacher should ask the whole class to organize their chairs in the shape of a single wheel. Then, the teacher must draw randomly the order of presentation of the groups and inform the time allotted to each group for presentation.

After each presentation, the teacher can pose some questions to the class and mediate small discussions. At the end of all presentations, the teacher should provide feedback from students and close the class.

Monitoring of learning

Student learning assessment strategies

Students’ learning will be evaluated by the module/discipline teacher continuously at all times through the proposed activities. The evaluation will add up to 10 points, to be distributed as follows: 4 points—in the development of the evaluation activity; 2 points—contribution in an argumentative way during discussions in the classroom; 4 points—active participation in the construction and presentation of the group activity.

Conclusion/outcome of the class

Final thoughts on the sequel

The active methodology adopted in this didactic sequence as a teaching-learning strategy enables the student to be the protagonist of his own learning, through engagement in practical activities, which lead the student to develop his critical and reflective capacity related to the proposed contents, in addition to learn to interact between the class and the teacher, to exercise their argumentative capacity, to explore their ideas and creativity and, above all, to build knowledge in a collaborative way.