Instituting and instituted in medical education: movements triggered by the Mais Médicos (More Doctors) Program

Abstract

The present study focused on mapping the forces involved in implementing the medical programs  created from the Mais Médicos Program (MMP) and  their effects on training practices and subjects who  experience them. The field of research was two new  medical programs in the South and Northeast regions of the country. We found that two sets of  forces  operate in the programs through a qualitative  research approach based on the cartographic method, expressions of the instituted and instituting in medical education. The influences of the biomedical model,  labor market, and the movements of political  polarization underway in the national scenario were  highlighted in the field of the instituted. The student  movements for change in education, those to reaffirm the Unified Health System and collective health, and those that support training focused on a generalist profile stood out among the instituting forces. In  summary, the program’s proposal for medical  education operated as an interference device in these  programs when associated with a group context of  collective construction, shared management of the  programs, and pedagogical practices anchored in the  perspective of the socio-historical production of the  health-disease-care process and the medical  institution.