The processes of medical education are undergoing transformations. In this context, the Faculty of Medicine of Marília (FAMEMA) implemented an integrated curriculum, using in its teaching methodology the diversification of learning sceneries. In this study we analyzed the perceptions of first and second year medical students on the health actions they provide to the community in the field of Primar y Care (PC), in the Educational Unit for Professional Practice. The research method chosen for this investigation was a qualitative approach that allowed constructing four empiric categories common to the two years: the construction of knowledge based on the daily routine of the health actions; the social contribution of the student; the improvement of relationships and the attention to diversities. Furthermore, there are two categories specific to the second year: creation of a new understanding of the Unified Health System (SUS) and the amplification of care actions according to health needs. It can be observed that the students of both years of the medical course have common perceptions on the learning process in the field of primary care, showing the importance of this scenery for a differentiated medical education, above all for the construction of critical and reflexive professionals capable of learning how to learn with the reality they are facing.
Education, Medical; Professional Practice; Teaching; Learning; Students, Medical