PEDAGOGICAL WORKSHOP AS A CONTINUING EDUCATION STRATEGY

QUALIFYING EVALUATION PRACTICES IN A MULTIPROFESSIONAL RESIDENCY IN THE UNIFIED HEALTH SYSTEM

Abstract

Objective: To describe and analyze the development, implementation, and potential contributions of a pedagogical workshop designed as a technical-educational product to improve assessment processes in a Multiprofessional Health Residency Program. Experience report: The development of the workshop was preceded by a situational diagnosis conducted with residents, which revealed weaknesses related to the understanding of assessment criteria and the roles of the different actors involved in the evaluation process, as well as the need to expand spaces for dialogue about assessment. Grounded in the principles of Permanent Health Education (PHE) and formative assessment, the workshop was structured around welcoming activities, critical reflection on assessment practices, and the collective construction of indicators aimed at improving the evaluation process. The activities employed participatory methodologies, problem-based situations, playful resources, and reflective strategies focused on valuing residents’ experiences, fostering discussions on institutional roles, teamwork, self-assessment, communication, and shared responsibility within educational processes. Conclusion: The experience promoted critical reflection on assessment practices and broadened the understanding of evaluation as a formative, participatory process aligned with the principles of the Brazilian Unified Health System (SUS). As a technical-educational product, the workshop demonstrated potential to support PHE processes, strengthen spaces for dialogue about assessment, and contribute to the development of a more participatory and reflective assessment culture within Multiprofessional Health Residency Programs.