Background and Objective: The institutional support work in the SOS Emergencies Program (Ministry of Health) aimed to qualify the public hospitals’ gateway. One of the strategies ‘support was to offer a care management’s training course to healthworkers in the emergency service (Health System Emergency Management Course – GES-SUS). Thus, the present study intends to present an experience report about dual role: institutional support and learning facilitator, in emergency professionals groups of two public hospitals (Hα and Hβ, fictitious names). Methods: These experiences have happened from 2011 to 2016 and were analysed based on supporters-facilitators workes records in their respective diaries. Some fundamental concepts were used like “Paideia support”, “Extended clinic” and “professional training” (Campos, 2000, 2013); “institutional imaginary”, “groups bonds” (Enriquez, 1994); “intermediate formations” (Kaës, 2001, 2011), “cooperation” and “practical intelligence” (Dejours, 2004). Results: SOS Emergencies Program set up collegiate groups that combined to GES-SUS could promote local interventions. However, the Hα team did not receive support from hospital management, had difficulty to see themselves as a group and always questioned the transformative potential of the program. While the Hβ team had an intense support from management hospital, took advantage of the course to create better strategies to apply in hospital, strengthened social bonds around a common project as well as used this opportunity to improve hospital care. Conclusions: Therefore, although not all Results have responded to Ministry of Health expectations, both hospital teams reflected the respective institutional supporters autonomy, the groups dynamics, the type of leadership support and the teams desire to change the reality of the service.