Sixty Years of the UnB Medical School

When thinking about the sixty years of the University of Brasília Medical School, it is inevitable that I also go through my own path. My professional story is, in large part, intertwined with UnB. I entered the Medicine course in 2008, graduated as a physician from the University in 2015, later returned as a preceptor and professor, and there completed my master's and doctorate in Public Health. Between these moments, the Faculty of Medicine, the University Hospital of Brasília, the units of the Federal District's Unified Health System, and later research and innovation in medical education formed a path that I always tried to keep tied to three elements: health care, education, and public service (ROLIM, 2026).

My closeness to academic activity began in the first years of my undergraduate studies. In 2009 I took part in tutoring in Histology and, later, in Gross Anatomy. At the same time I began collaborating with teaching activities in Biochemistry and Biophysics and with producing content for what was then called the "Biobio Blog", where I kept the "Coluna do Estêvão". What seems simple today — students producing digital content to help other students — represented, at that moment, an early experience of using the internet as a medical education tool. This experience resulted in undergraduate research projects on teaching Clinical Biochemistry and the use of blogs, presentations at national and international conferences, and an award for work in this area. Looking back, there was an element there that would return many times in my career: trying to organize medical knowledge and use the available technological tools to make it more accessible to students, professionals, or patients (ROLIM, 2026).

Still as an undergraduate, I took part in research on bariatric and metabolic surgery, with presentations at national and international conferences. In 2011, one of the papers received an award at the Congress of the Brazilian Society of Bariatric and Metabolic Surgery. In 2012 I had the opportunity to present work at the World Congress of the International Federation for the Surgery of Obesity and Metabolic Disorders, in New Delhi, India. This phase was important not only for the introduction to clinical research, but for early contact with preparing scientific papers, oral presentations, and discussing results outside the usual undergraduate setting. The historical record of Escola de Pacientes includes, among the recognitions from this stage, an award in Biochemistry in 2010 and in bariatric surgery in 2011 (ESCOLA DE PACIENTES DF, 2026a; ROLIM, 2026).

Another notable period was the sandwich undergraduate program through the Science Without Borders program, in 2013 and 2014, at the University of Calgary, in Alberta, Canada, with activities also at Alberta Children's Hospital. Beyond medical learning, it was an experience of personal, academic, and cultural growth. On returning to UnB, I completed the final rotations of the degree with experiences that included Psychiatry at the University Hospital of Brasília and at Adolescentro, Primary Care in Sobradinho II, Vila Planalto, and Paranoá, and a rural placement in Ceres, Goiás. These experiences helped consolidate my interest in generalist medicine and in Primary Health Care (ROLIM, 2026).

I graduated as a physician from UnB in 2015. Soon after graduating I worked for about a year on phase III clinical trials at the L2 Clinical Research Institute, an experience that brought me closer to the regulatory and methodological processes of clinical research. In parallel, I began directing my training toward comprehensive, longitudinal care. I completed a postgraduate program in Geriatrics and Gerontology, with a paper on the profile of patients in a basic health unit and benzodiazepine use, and later a postgraduate program in Public Health and Family Health, with a paper on organizing care for hypertension and diabetes in Itapoã. Later, in 2021, I obtained specialist titles, with the respective qualification registrations, in Internal Medicine and in Family and Community Medicine (ROLIM, 2026).

In 2016 I began one of the most important stages of my professional training: working as a Family Health Strategy physician at the Federal District State Health Department. My care relationship with SES-DF extended from 2016 to 2023. In Itapoã, a region marked by significant social vulnerabilities, I was able to experience intensely the principle that Primary Care is not simplified medicine but medicine of great clinical and organizational complexity, in which one must know people, their families, their territory, and the concrete difficulties that interfere with the possibility of carrying out a treatment (ROLIM, 2026).

In 2016 and 2017, units in Itapoã took part in the Health Care Planning (Planificação) process carried out by SES-DF with the support of the National Council of Health Secretaries. UBS 2 in Itapoã became a Laboratory Unit, with an initial emphasis on organizing care for people with hypertension, diabetes, and higher cardiovascular risk. I acted as local tutor of this process. The need to organize the care of hundreds of people with chronic diseases led our team to create very simple instruments: patient lists, risk stratification, therapeutic plan templates, consultation forms, records organized by age group, standardized guidance, and documents that helped patients and professionals better understand what needed to be done. The experience was later presented at various SUS conferences and initiatives (CONASEMS, n.d.; ESCOLA DE PACIENTES DF, 2026a).

It was in this context that Simple Prescription arose. The problem observed was an everyday one: patients with low schooling, vision limitations, or health literacy difficulties received conventional prescriptions and often could not properly identify which medication to use and at what time. We progressively built a visual prescription support template, with times, pictograms, and easy-to-understand references. The project began at UBS 2 in Itapoã in April 2016 and was adjusted as it was used in the service. In 2017, it received first place in the Primary Care category of the 1st Showcase of Innovative SUS Experiences in the Federal District and won the Citizen Services category of the Inova Brasília Award (DISTRITO FEDERAL, 2017a; DISTRITO FEDERAL, 2017b).

Simple Prescription ended up synthesizing an idea that became central to me: innovation in health does not necessarily have to start with an expensive technology. Often, a better-designed sheet of paper, a question added to the consultation, an organized flow, or information presented in an understandable way can change care. The work received wide press coverage and was submitted to more rigorous academic evaluation, which contributed to my decision to develop the topic in my master's (DISTRITO FEDERAL, 2017b; ROLIM, 2019).

Other tools were developed in parallel. We created the so-called Health Folder (Pasta da Saúde), templates for age-based records and care, care plans, and support materials for hypertension, diabetes, prenatal care, child health, and other common situations in Primary Care. A later presentation of this experience recorded thousands of consultations carried out at the service, more than a thousand Health Folders produced, and hundreds of higher cardiovascular risk patients identified and followed. The intention was never to create documents for their own sake, but to turn scattered information into instruments that helped the professional to care and the patient to understand their own care (CONASEMS, n.d.).

Working in Itapoã also definitively brought care and medical education together. In April 2016 I began receiving students and trainee professionals at the service. According to an institutional report published in 2018, dozens of students and professionals in Medicine and other health fields had already passed through the units of the East Region. Final-semester UnB Medicine students followed the team's work, saw patients under supervision, and took part in service organization projects. My preceptorship of the Faculty of Medicine internship ran from 2016 to 2023. I also took part in activities related to the multiprofessional residency and PET-Saúde/GraduaSUS (DISTRITO FEDERAL, 2018a; ROLIM, 2026).

This coexistence with students was fundamental. The student helped the service, but the service also became an object of study for the student. Problems found in a consultation could generate a literature review, educational material, a scientific presentation, a simulation, or a proposal to change the work process. Gradually, what began as different local projects came to be understood as an integrated set of activities of health education for patients, continuing education for professionals, and health training for students.

It was from this process that Escola de Pacientes DF was born, in 2016. The name sought to express an important inversion: the patient should not be merely someone who receives a prescription, but an active participant in the care process and also a central element in the training of professionals. The initiative came to bring together printed and digital materials, clinical guidance, videos, simulations, shared folders, community actions, and research projects, linking University, service, and community (CUBAS ROLIM, 2021; ESCOLA DE PACIENTES DF, 2026b).

Among the community projects, one I hold especially dear is Prescribe a Book. We began at the end of 2016 by leaving books available in the consulting room so that children and teenagers could take them home. The prescription of reading came, symbolically, to accompany the medical prescription. The project was later taken to other units in Itapoã and evolved into book swapping and circulation activities. In 2018, the initiative received recognition at the Citizen Health Award. The experience seemed simple, but it expressed well our broader conception of health: a Basic Health Unit can also be a space for culture, learning, welcoming, and creating opportunities (ESCOLA DE PACIENTES DF, 2026a; DISTRITO FEDERAL, 2018b).

Also in 2018, the visual prescription template was a finalist in the Innovation Laboratory in Health Education of the Pan American Health Organization/World Health Organization. The earlier award at the SUS Showcase also made possible an exchange and training experience with the health system of Andalusia, Spain. In 2019, Escola de Pacientes works related to self-care chapters and Tactical Operational Reception were selected under the Strong Primary Care for SUS Award. These recognitions helped show that experiences arising from very local problems could dialogue with broader debates on Primary Care, education, and health innovation (ESCOLA DE PACIENTES DF, 2026a).

Graduate study made it possible to turn part of these experiences into structured scientific research. In 2017 I entered the Professional Master's in Public Health at the University of Brasília and defended, in March 2019, the dissertation "Development and validation of a visual prescription template adapted to the needs of the population with chronic diseases – Simple Prescription", supervised by Professor Dayde Lane Mendonça da Silva. The work used a formal validation process and sought to turn a solution built in the service into a technically grounded product that could potentially be reproduced in other contexts (ROLIM, 2019).

It is particularly significant to follow the path of this tool. What began in a consulting room in Itapoã in 2016 was tested in the service, awarded in 2017, turned into a dissertation in 2019, scientifically published, and later institutionally adopted as a complementary instrument to the formal prescription at the Health Department. In 2026 we published the reconstruction of this path, showing the passage from Delphi-method validation to institutional adoption and discussing future possibilities for integration into Primary Care digital systems (CUBAS-ROLIM et al., 2026).

My relationship with teaching at the Faculty of Medicine also broadened. From 2019 I began working directly in teaching activities related to the Primary Care and Social Medicine Internship and, later, in Family and Community Health components. My earlier experience as a preceptor helped a great deal: I had already realized that medical training gains strength when the student must face real problems or sufficiently realistic representations of them. In selection processes for substitute professor at the Faculty of Medicine, I placed first, later maintaining my teaching work at the University (UNIVERSITY OF BRASÍLIA, 2025; ROLIM, 2026).

Clinical simulation arose from this same need. We began in 2016 with students playing patients from printed scripts and checklists. The goal was to let another student conduct a consultation, practicing history-taking, reasoning, communication, and management in a safe setting. No sophisticated mannequins or large simulation centers were needed: with a well-prepared case, two students, and adequate supervision, it was already possible to create a meaningful learning experience (CUBAS-ROLIM et al., 2025a).

The covid-19 pandemic accelerated the digital transformation of these activities. Part of care and education had to move quickly to remote means. Escola de Pacientes developed experiences such as ATO-ZAP, a structured use of WhatsApp in care situations, intensified audiovisual production, and telesimulations. The scripts previously used in person also moved to digital forms, enabling synchronous and asynchronous activities. This phase produced articles, presentations at the Brazilian Congress of Medical Education, and other output on education, communication, and care organization during the pandemic (CUBAS ROLIM et al., 2021a; CUBAS ROLIM et al., 2021b).

In parallel, the scientific output of Escola de Pacientes was consolidating. In 2020, papers were published in the European Journal of Public Health on Simple Prescription, self-care supported by audiovisual material, the Prescribe a Book project, and simulations for continuing education in Primary Care. In 2021, studies were published on the School's methodology during the pandemic, remote care, and access to health education for deaf people. In 2023 we published work related to the validation of Simple Prescription, social media, participatory research, and self-care for people with hypertension and diabetes. In 2025 and 2026, new publications began to systematically document the site, the video channel, the research group, the reference bank, the clinical simulations, and the institutionalization of Simple Prescription (ESCOLA DE PACIENTES DF, 2026c).

Two books helped systematize this path. In 2021 I published "Escola de Pacientes DF – A Strategy for Continuing Education, Health Training, and Health Education with Teaching–Service–Community Integration". In 2022 I edited "Escola de Pacientes and Health Education Technologies", built with the participation of students and collaborators and focused on the tools developed over the years. More than recording products, these books sought to document a working methodology that could be known, critiqued, and reproduced (CUBAS ROLIM, 2021; CUBAS ROLIM, 2022).

In 2019 I also began the PhD in Public Health at UnB. While the master's had started from a very concrete instrument of communication between doctor and patient, in the doctorate I began investigating a broader question: the role of social media in promoting self-care for people with hypertension. The research ended up incorporating a reflection on the limits of promoting self-care itself in a digital environment marked by information overload, performance demands, and self-exploitation.

In 2025 I defended the thesis "Social media and promotion of self-care in people with hypertension: emerging challenges in Primary Health Care professional practice in the face of the Burnout Society", supervised by Professor Ana Valéria Machado Mendonça. The work sought to put Public Health, Primary Care, health communication, and Byung-Chul Han's reflection on the Burnout Society in dialogue. The same technology that can broaden access to information and support self-care can also produce overload, anxiety, blame, and new forms of demands on the individual. This balance remains one of the questions that interest me most at the interface between health and technology (ROLIM, 2025).

From the end of 2022 and, in practice, from 2023 onward, a new technology began to transform the possibilities of simulations: large language models and generative artificial intelligence. Escola de Pacientes already had years of experience with scripts, checklists, in-person simulations, telesimulations, and digital forms. This was important because our entry into artificial intelligence did not begin with the technological tool; it began with the pedagogical problem and a clinical methodology that already existed (CUBAS-ROLIM et al., 2025a).

The scripts began to be converted into conversational digital patients, first with ChatGPT and later also with dedicated agents on other platforms, such as Google Gemini's Gems. The student can talk with a virtual patient, take a progressive history, request information, formulate hypotheses, and propose management plans. Instead of receiving the whole clinical history right away, they must obtain it through the interview itself, bringing the activity closer to the reasoning needed in a consultation. In 2025 we published an article describing precisely this evolution, from in-person role-play to digital patients mediated by artificial intelligence (CUBAS-ROLIM et al., 2025a).

In 2026, the accumulated history of the simulation bank reaches almost a decade. The consolidated records indicate the participation of more than 800 students, spread across 31 classes and programs, and more than two thousand simulated consultations. The archive has three generations that continue to coexist: paper scripts, structured simulations in digital forms, and conversational patients based on language models. There are also dozens of clinical scenarios in text awaiting conversion or publication. The experience is being systematized as a low-cost digital patient model, usable in different settings of medical training and particularly in SUS Primary Care (CUBAS ROLIM, 2026a).

The most recent work also includes a prototype of a dedicated simulation platform, with the possibility of using different artificial intelligence providers, standardized case authorship, assessment criteria defined by the team, and concern for anonymization and governance. The purpose is not to replace professors, preceptors, or real patients. It is to expand the opportunity to practice before the student has to perform a given skill on a real person. Artificial intelligence, in this context, matters less as a technological novelty and more as an instrument to democratize learning opportunities (CUBAS ROLIM, 2026a).

The group's own organization also changed. In 2026, Escola de Pacientes operates with strong student participation, coordination by Medicine students, and supervision by more experienced students, while I provide the group's academic guidance. The intention is to train not just content consumers, but students able to look for references, review evidence, produce materials, critically evaluate artificial intelligence tools, present work, and mentor younger colleagues. This structure allows different generations of students to pass knowledge on to each other and gives the project continuity regardless of the classes entering and leaving the Faculty (ESCOLA DE PACIENTES DF, 2026d).

In 2025, strands of this output related to education and innovation received recognition under the Paulo Freire Education Award of the Legislative Chamber of the Federal District. In the same period, the group presented work at the Brazilian Congress of Public Health on digital patients, searching for medical references with artificial intelligence, the School's site, and other educational applications. In 2026, the dissemination of the experiences continued at national and international events, including work on artificial intelligence, clinical simulations, medical education, and the institutionalization of Simple Prescription (LEGISLATIVE CHAMBER OF THE FEDERAL DISTRICT, 2025; ESCOLA DE PACIENTES DF, 2026a).

My professional activity also progressively came to involve other dimensions of Medicine and of public policy making. In 2022 I placed first in the public examination for Legislative Consultant of the Federal Senate in the area of Health and took office in 2023. Since then, I have worked as a permanent civil servant of the Legislative Consultancy. This work put me in front of another perspective on the health system: besides caring for patients, teaching students, and doing research, I began to work directly with public policy analysis, health legislation, the organization of SUS, and topics related to the medical profession (BRASIL, 2026; ROLIM, 2026).

Also in 2023, I was elected full councilor of the Regional Council of Medicine of the Federal District for the 2023–2028 term and joined its Board. Taking part in the Council added to my career ongoing contact with medical ethics, professional practice, regulation of Medicine, and the responsibility of medical institutions (REGIONAL COUNCIL OF MEDICINE OF THE FEDERAL DISTRICT, 2026).

From 2025 I also began working as a court-appointed medical expert registered with the Court of Justice of the Federal District and Territories. This new activity was accompanied by complementary training in Criminal and Judicial Expertise and Medical Law. I also completed training in Higher Education and maintained further studies in other fields, keeping as the common thread the integration of Medicine, education, public health, technology, and Law (ROLIM, 2026).

When I look at this path, I realize that a large part of it constantly returns to the University of Brasília. I entered the Faculty of Medicine as a student. There I learned to do research, presented my first scientific papers, was a tutor, took part in study groups, and had access to international experiences. Later I brought students from the same Faculty into the Family Health team where I worked. Later still I returned formally as a lecturer. The difficulties we found in the service became research questions; the research questions returned to the service in the form of tools; and those tools ended up being used to teach new generations of students.

Perhaps this is the main contribution I would like to record in the celebrations of the sixty years of the UnB Medical School. Medical training does not happen only inside the classroom, the laboratory, or the university hospital. It is completed when the University manages to dialogue with SUS, with the territories, with the concrete needs of the population, and with the technological transformations of its time.

From Simple Prescription to digital patients, there is a common thread: trying to lower barriers. In one case, the barrier was a patient's difficulty understanding a prescription. In another, it was a student's difficulty gaining access to a sufficiently diverse clinical situation to practice. The tools change — paper, pictograms, videos, forms, social media, or artificial intelligence — but the goal remains similar: using knowledge and technology to make Medicine more understandable, safer, more equitable, and more human.

Today's artificial intelligence tools will probably seem rudimentary in a few years. What I hope will remain is the principle that has guided the projects from the start: no technology should distance medical training from the patient. On the contrary, it only makes sense when it helps the student listen better, reason better, communicate better, and care better.

Having begun my academic life as a student at the UnB Faculty of Medicine, I find it especially significant to be able to take part today in the training of its students and contribute, however modestly, to an institutional history far greater than any individual path. The sixty years of the Medical School represent six decades of professors, students, patients, staff, and institutions who built different ways of teaching and practicing Medicine in Brasília.

I hope the coming years keep what I consider one of the greatest strengths of this tradition: the ability to turn the service into a learning space, the University into an instrument of social transformation, and the patient into the main reason for everything we do.

Brasília, August 15, 2026.

Estêvão Cubas Rolim

• Physician from the University of Brasília (2015)
• Master's in Public Health from the University of Brasília (2019)
• PhD in Public Health from the University of Brasília (2025)
• Specialist in Internal Medicine and Family and Community Medicine
• Professor at the Faculty of Medicine of the University of Brasília
• Legislative Consultant of the Federal Senate — Health
• Full councilor and member of the Board of CRM-DF — 2023–2028 term

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