REFLECTIONS ON THE PEDAGOGICAL PRACTICE OF PRECEPTORS IN HEALTH RESIDENCIES

• Autor(a) principal: Santana, Kássia Regina de
• Data de Publicação: 2024
• Outros Autores: Orestes , Maria do Socorro, Gerbi , Marleny Elizabeth Marquez de Martinez, Duarte , Karolina de Cássia Lima da Silva, Paz , Alcieros Martins da, Júnior , Francisco Braga da Paz, Santana , Elizeu da Silva, Lopes , Danny Amazonas, Guaraná , Carlos Fernando Rodrigues, Rocha , Hidemburgo Gonçalves, Freitas , Lindeberg Rocha, Paz , Eliana Santos Lyra da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Brazilian Journal of Implantology and Health Sciences
• Texto Completo: https://bjihs.emnuvens.com.br/bjihs/article/view/1735
• topic: Capacitação de Recursos Humanos em Saúde, Aprendizagem Baseada na Experiência, Educação Profissional em Saúde Pública, Internato não Médico.; Health Human Resource Training, Problem-Based Learning, Education, Public, Health Professional, Internship, Nonmedical.

Multiprofessional residencies represent proposals for education through work to transform health practices in the Brazilian Unified Health System (SUS) and overcome limitations of undergraduate education. where preceptors play a key role in this process by linking practice to scientific knowledge. This study aims to analyze the perception of resident professionals regarding the importance of preceptorship for professional training. This is a descriptive study with a qualitative approach, based on non-probabilistic sampling conducted in 2022 and 2023. The sample consists of 6 residents from the Multiprofessional Residency Program in Collective Health at the Health Department of Recife, Pernambuco, Brazil. In-depth interviews were conducted. Most respondents emphasized the importance of preceptors' support and guidance for the development of clinical and ethical skills. Additionally, a collaborative approach and encouragement of critical thinking by preceptors were valued. However, some participants pointed out challenges related to time constraints and heterogeneity in the quality of preceptorship. The research highlighted the complexity of the formative process, emphasizing the importance of interpersonal relationships, a collaborative work environment, and continuous support for preceptors. Despite challenges such as varying preceptor quality and lack of constructive feedback, the results underscore the need for investment in training and professional development programs for preceptors, as well as the implementation of institutional policies that value and promote preceptorship.