Teaching internship in public health: an experience report in the doctor-patient relationship course

Abstract

Objective: To reflect on the experience of graduate students in Collective Health during the teaching internship of the Medical–Patient Relationship course, highlighting interdisciplinarity, pedagogical mediation, and the formative processes involved. Experience report: This is a descriptive and reflective experience report developed at a public state university and in Primary Health Care units in 2025. The experience involved active learning methodologies, clinical simulations, seminars, and territorial practices. Data were produced through field diaries and thematic syntheses. Initial resistance to communicative approaches was identified, followed by increased student engagement throughout the semesters, as well as changes in perceptions regarding professional practice in Primary Health Care and the importance of listening in care. Ethical dilemmas, strengthening of relational skills, and pedagogical development of the interns were also highlighted. Final considerations: The teaching internship proved to be relevant to the pedagogical training of graduate students. Interdisciplinarity among faculty members and the complementarity of the proposed pedagogical activities enabled greater dialogue between theory and practice.