INTRODUCTION:
The Digital Health Work-Based Education Program Project at the Federal University of São Paulo, integrated into the Institution’s Digital Health Center, is configured as a strategy to strengthen and articulate it within the municipal and state health departments of São Paulo, Brazil. It is organized into nine Tutorial Learning Groups (Grupos de Aprendizagem Tutorial—GATs), composed of tutors, students, and preceptors from eight health departments, focusing on the following themes: mental health in Primary Health Care; health of people experiencing homelessness; health in forest and rural areas; victims of police violence; harm reduction; equity in the use of cannabinoids; 3D orthotics and prosthetics; maternal–child health and the LGBTQIAPN+ population; and ocular emergencies. The main objective is to strengthen the teaching–service–community integration, aiming at the development of competencies in digital health. The project seeks to enhance student training and promote continuing education, using technological tools to expand equity, problem-resolving capacity, and innovation in health care across diverse territories and populations.

METHODS:
Over six months the GATs conducted team formation and group-bonding activities to reinforce a sense of belonging, complemented by training all members in the course "Introduction to Digital Health". Additionally, the GATs carried out territorial assessment, mapping of digital tools, definition of efficacy indicators, and telehealth actions with an emphasis on tele-education.

RESULTS:
Unifesp’s experience in projects for the SUS enabled the development of an initiative that articulates public policies and innovations in digital health, promoting qualification in undergraduate education and extension of care and education actions. The Project’s structuring demonstrates itself to be a powerful vector for expanding the objectives of Unifesp’s Digital Health Center.

CONCLUSIONS:
The articulation between public policies and technological innovation not only enhances academic training but also amplifies the SUS’s capacity to respond to contemporary demands, consolidating digital transformation as one of the pillars sustaining comprehensive care.