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Resumo Trata-se de ensaio conceitual sobre a ideia de ruptura paradigmática e sua implicação na leitura histórica da saúde pública/coletiva, campo em que se confundem as dimensões política e científica. Um argumento inicial serve para esclarecer o caráter polissêmico e pré-conceitual de “paradigma”, atento às implicações conceituais, mas reafirmando sua utilidade semântica. Segue com a discussão de rupturas essenciais e cumulativas, aplicada ao confronto da ruptura epistêmica promovida pelos centros de saúde distritais e idealização do movimento de reforma sanitária. Conclui pela dificuldade do paradigma “saúde coletiva” em sustentar sua independência discursiva, de modo que a difusão planetária da matriz discursiva dos centros de saúde pela Fundação Rockefeller ainda se configura como a última ruptura paradigmática holística da saúde pública brasileira.

Abstract This conceptual essay investigates the idea of paradigmatic rupture and its implications in historical interpretations of public/collective health, where the dimensions of politics and science intermingle. The polysemic and pre-conceptual nature of “paradigm” is clarified, taking account of the conceptual implications, while reaffirming their semantic usefulness. Essential and cumulative ruptures are discussed and applied to the confrontation of the epistemic rupture brought about by district health centers and the goals of the public health reform movement. The difficulty of the collective health paradigm in maintaining its discursive independence is presented, such that the global spread of the discursive matrix of health centers by the Rockefeller Foundation still constitutes the most recent holistic paradigmatic rupture in Brazilian public health.

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INTRODUCTION: Worldwide, half the population lives in rural or remote areas; however, less than 25% of doctors work in such regions. Despite the continental dimensions of Brazil and its enormous cultural diversity, only some medical schools in this country offer students the opportunity to acquire work experience focused on medicine in rural or remote areas. The objective of the present study was to develop a framework of competencies for a longitudinal medical training program in rural medicine as an integrated part of medical training in Brazil. METHODS: Two rounds of a modified version of the Delphi technique were conducted. Initially, a structured questionnaire was elaborated, based on a literature review. This questionnaire was submitted to the opinion of 20 panelists affiliated with the Rural Medicine Working Party of the Brazilian Society of Family and Community Medicine. The panelists were asked to evaluate the relevance of the competencies using a five-point Likert-type scale. In this study, the consensus criterion for a competency to be included in the framework was it being deemed 'very important' or 'indispensable' by a simple majority of the participants, while the criterion for excluding a competency was that a simple majority of the panel members considered that it 'should not be included' or was 'of little importance'. When a consensus was not reached regarding a given competency, it was submitted to a second round to enable the panelists to re-evaluate the now dichotomized questions. RESULTS: Compliance in responding to the questionnaire was better among the panelists predominantly involved in teaching activities (85%; n=12) compared to those working principally in patient care (45%; n=8). The questionnaire consisted of 26 core competencies and 165 secondary competencies. After evaluation by the specialists, all the 26 core competencies were classified as relevant, with none being excluded and only eight secondary competencies failing to achieve a consensus. No new competencies were suggested. Of the competencies that failed to reach a consensus in the first round, seven were excluded from the framework in the second round, with most of these being associated with hospital procedures. CONCLUSIONS: A framework of competencies for a program in rural medicine was developed and validated. It consists of 26 core competencies and 158 secondary competencies that should be useful when constructing competency-based curricula in rural medicine for medical education in Brazil.

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INTRODUCTION: Ageing in rural communities poses unique challenges that can have an impact on older adults' quality of life (QoL). These limitations can be costly to the healthcare system but there is potential for them to be addressed with a better understanding of factors that affect QoL. The goal of this study was to assess the perceptions of QoL of older adults living in rural areas of southern Brazil and to identify factors associated with QoL in this population. METHODS: A cross-sectional study was conducted with 197 older adults (mean age 69.7±7.5 years). Instruments included the Katz and Lawton activities of daily living scales, QoL instruments and a questionnaire that addressed social, economic, demographic and health variables. Multiple regression analysis was performed, using various domains and overall QoL as dependent variables. RESULTS: Older adults who were more independent, living with a spouse, with higher income and educational levels, fewer morbidities, fewer years of tobacco use, and who did not report falls in the last year were significantly more likely to rate their QoL higher on one or more domains/measures. CONCLUSIONS: Factors associated with QoL of older adults in rural areas are similar to those found in studies conducted in urban areas, but the rural context may influence these variables in unique ways.

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INTRODUCTION: Central American countries, like many others, face a shortage of rural health physicians. Most medical schools in this region are located in urban areas and focus on tertiary care training rather than on community health or primary care, which are better suited for rural practice. However, many countries require young physicians to do community service in rural communities to address healthcare provider shortages. This study aimed to: (a) synthesize what is known about the current state of medical education preparing physicians for rural practice in this region, and (b) identify common needs, challenges and opportunities for improving medical education in this area. METHODS: A comprehensive literature review was conducted between December 2013 and May 2014. The stepwise, reproducible search process included English and Spanish language resources from both data-based web search engines (PubMed, Web of Science/Web of Knowledge, ERIC and Google Scholar) and the grey literature. Search criteria included MeSH terms: 'medical education', 'rural health', 'primary care', 'community medicine', 'social service', in conjunction with 'Central America', 'Latin America', 'Mexico', 'Guatemala', 'Belize', 'El Salvador', 'Nicaragua', 'Honduras', 'Costa Rica' and 'Panama'. Articles were included in the review if they (1) were published after 1984; (2) focused on medical education for rural health, primary care, community health; and (3) involved the countries of interest. A narrative synthesis of the content of resources meeting inclusion criteria was done using qualitative research methods to identify common themes pertaining to the study goals. RESULTS: The search revealed 20 resources that met inclusion criteria. Only four of the 20 were research articles; therefore, information about this subject was primarily derived from expert opinion. Thematic analysis revealed the historical existence of several innovative programs that directly address rural medicine training needs, suggesting that expertise is present in this region. However, numerous challenges limit sustainability or expansion of successful programs. Common challenges include: (a) physicians' exposure to rural medicine primarily takes place during social service commitment time, rather than during formal medical training; (b) innovative educational programs are often not sustainable due to financial and leadership challenges; (c) the majority of physician manpower is in urban areas, resulting in few rural physician role models and teachers; and (d) there is insufficient collaboration to establish clinical and educational systems to meet rural health needs. Recurring suggestions for curricular changes include: (a) making primary care training a core component of medical school education; and (b) expanding medical school curricula in cross-cultural communication and social determinants of disease. Suggestions for health system changes include: (a) improving living and working conditions for rural physicians; and (b) establishing partnerships between educational, governmental and non-governmental organizations and rural community leadership, to promote rural health training and systems. CONCLUSIONS: Expertise in rural medicine and training exists in continental Central America. However, there are numerous challenges to improving medical education to meet the needs of rural communities. Overcoming these challenges will require creative solutions, new partnerships, and evaluation and dissemination of successful educational programs. There is a great need for further research on this topic.

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