LEARNING ABOUT RAPS USING ACTIVE METHODOLOGY: EXPERIENCE REPORT

Abstract

The Psychosocial Care Network (RAPS) was created to reorganize mental health care in Brazil. The biopsychosocial model proposed by the SUS understands health as a multifactorial phenomenon, requiring interdisciplinary approaches. Medical training should incorporate innovative pedagogical strategies that favor the development of reflective and humanized skills. This study reports the use of active methodology, with the role-playing technique, to help medical students understand the dynamics of the RAPS and reflect critically on the Psychiatric Reform and the stigmatization of people with mental disorders. This is an experience report carried out with 3rd-year medical students at Unifimes. The activity was structured in four stages: prior reading, lecture, role-playing dynamics, and group discussion. During the simulation, students interacted with symbolic labels and representative locations of the RAPS, allowing a critical reflection on the services and the impact of labeling on mental health care. The results indicate that the dynamic provided student engagement, facilitating the understanding of the interrelationship between territories and RAPS services. The active methodology proved to be an effective tool for teaching mental health, promoting the training of professionals who are better prepared to act in an interdisciplinary and humanized manner, contributing to care that is more sensitive to the psychosocial demands of the population.