Visão de preceptores sobre o processo de ensino-aprendizagem no internato

Barreto, Vitor Hugo Lima; Marco, Mario Alfredo De

doi:10.1590/s0100-55022014000100013

Cited by 15 publications

(14 citation statements)

References 14 publications

(14 reference statements)

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“…Barreto et al 31 também demonstram essas fragilidades do contato com estudante, devido à formação do docente em metodologia diferente, justificando a necessidade de capacitação para poder atuar na mediação da aprendizagem dos discentes.…”

Section: [] Eles Não Estão Muito Dispostos Ouvir a [Instituição]unclassified

Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

Lima

Pio

Nonato

et al. 2021

Rev. bras. educ. med.

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Introduction: Clinical Communication is an instrument for interaction between professionals and between them and users, being extremely important to ensure integral care. The complexity of the users’ biopsychosocial demands must be understood and worked through skills developed beyond the technical and biomedical knowledge, including a more extensive training in relation to the human being. In the curriculum of a medical school institution in the interior of São Paulo, Clinical Communication is a skill expected of the student in all undergraduate scenarios. During medical internship, it is important that communication practice be developed in an integrated fashion, considering the biopsychosocial aspects of the subject under care; however, the literature demonstrates that this skill is superficially explored in training, causing difficulty for its effectiveness. Thus, it can be assumed that there are different understandings about the concept of Clinical Communication and its theoretical-practical articulation between teachers and students, being necessary to analyze this educational process during internship. Objective: Thus, the objective was to question how teachers and students from a medical course internship understand the teaching-learning aspects about Clinical Communication in an integrated and competence-based curriculum. Method: This was a qualitative study, which included eleven 5th-year medical students, twelve 6th-year medical students and nine internship teachers. The interviews were semi-directed and carried out based on an interview script, which were later transcribed and submitted to the analysis of content, thematic modality. Results: Three categories emerged from the concepts and characteristics of the topics “Clinical Communication” and “Curriculum”: 1) What involves clinical communication; 2) Development of clinical communication during the undergraduate course and 3) Proposals for the training of internship students and teachers. It was observed that the participants understood the concept of Clinical Communication and its importance for the students’ training, but also that it is difficult to develop this training due to the lack of knowledge about the curriculum, student work overload and teacher devaluation. Conclusion: The study considers the development of Clinical Communication skills of internship students and the possibilities for reflection on gaps mentioned by students and teachers.

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Section: [] Eles Não Estão Muito Dispostos Ouvir a [Instituição]unclassified

Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

Lima

Pio

Nonato

et al. 2021

Rev. bras. educ. med.

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“…In a study with MR preceptors in Pediatrics, those who had some pedagogical training, had it due to the disciplines in the stricto sensu postgraduate courses carried out due to their own interest, without any direct initiative or encouragement by the MRP coordination or even the institution where they worked 21 . Castells 15 reported that the preceptors were concerned about their lack of mastery of certain skills for preceptorship, being aware of the importance of training and the acquisition of pedagogical skills for the adequate exercise of their functions as preceptors, while another study also shows that preceptors demand the offer of permanent education courses, either in person or distance training, especially in the health education area 22 . Some existing initiatives can be observed, which encourage the training of preceptors, such as that by the Regional Council of Medicine of Paraná 23 or by medical specialty societies 24 , providing manuals with the objective of valuing this fundamental learning aspect of MR.…”

Section: Preceptorship For Medical Residencymentioning

confidence: 99%

Preceptores de Residência Médica: Perfil Epidemiológico e Capacitação Pedagógica

Filho

Santos

Wyszomirska

et al. 2020

Rev. bras. educ. med.

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Introduction: Medical Residency is a specialization course characterized as in-service training, considered in Brazil as the gold standard in the development of specialist physicians’ training. The medical residency preceptorship is an activity carried out by a specialist physician, responsible for monitoring resident physicians. However, there is neither a definition of the main requirements for such a preceptor, nor of his/her academic background to carry out the due teaching training, and it was possible to notice a relative lack of preparation regarding the pedagogical aspects. Methods: Descriptive study based on a quantitative approach, comprising 200 preceptors, of both genders, from medical residency programs in Maceió, state of Alagoas, Brazil. Results: The mean age was 43.31 ± 10.31 years, with a slight majority of female participants (52.5%). The mean time since graduation was 19.5 ± 10.58 years, and 83% of the participants had graduated in the state of Alagoas. Moreover, 78.5% said they had their Medical Residency certification, with an increased trend of public institution preceptors getting their degree at the stricto sensu level. The mean time of their completed postgraduate course was 12.63 ± 10.87 years and 7.07 ± 6.99 years being a preceptor. Only 19% mentioned they had some qualification for exercising the preceptorship, and 29.5% work as the teachers at the undergraduate level. The state of Alagoas has followed the expansion of the Residency programs, justifying the mean age found, similar to other studies. The majority of female participants can be associated with the feminization of health care professionals. The high percentage of preceptors with medical residency qualification is in accordance with Resolution n. 4/1978. We found experienced preceptors, but some authors differed. The low percentage of preceptors with qualification for exercising preceptorship indicates low interest and lack of available training. Conclusion: This study population is characterized as being young, and most are females. They have had long professional experience, and most have graduated in the state of Alagoas. There is a predominance of medical residency as their main qualification, and few of them have had training in the field. Finally, preceptors from public institutions have mostly got their degrees at the stricto sensu level.

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“…"Eles possuem bastante conhecimento tanto teórico quanto prático e gostam de trabalhar com pessoas mais atualizadas então ele além de aprender eles ensinam" (24X). Apesar de vários autores demostrarem a necessidade de capacitação e/ou atualização do preceptor 6,10,15,23 , outros mostram que a educação permanente e a qualificação em serviço de recursos humanos para a saúde vêm ocorrendo a partir de projetos como o Pró-PET-Saúde 9,24 .…”

Section: A Capacitação Profissionalunclassified

Percepções de estudantes de Odontologia sobre a contribuição do preceptor

Teixeira¹,

Bulgareli²,

Flório

et al. 2019

Rev ABENO

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O objetivo deste estudo foi identificar a percepção de discentes de Odontologia acerca da contribuição dos preceptores no seu processo de formação acadêmica. Este estudo qualitativo abordou 69 estudantes de três Instituições de Ensino Superior públicas e privadas do município do Rio de Janeiro. Os voluntários responderam sobre suas percepções a respeito da contribuição do preceptor no processo formativo. As respostas foram avaliadas pela análise de conteúdo de Bardin e classificadas em 3 categorias temáticas: “A experiência/conhecimento clínico necessário no ensino”, “O entendimento do processo de trabalho na Atenção Primária” e “A capacitação profissional”. Conclui-se que, sob a perspectiva do discente, o preceptor é considerado um profissional com perfil necessário para atender às suas demandas acadêmicas, já que possui o conhecimento clínico necessário no ensino e conhece o processo de trabalho no serviço público. A falta de capacitação profissional pode influenciar o processo de aprendizado

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Visão de preceptores sobre o processo de ensino-aprendizagem no internato

Cited by 15 publications

References 14 publications

Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

Comunicação clínica no internato: habilidade em interface com o currículo integrado e orientado por competência

Preceptores de Residência Médica: Perfil Epidemiológico e Capacitação Pedagógica

Percepções de estudantes de Odontologia sobre a contribuição do preceptor

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