Training in Medical Residency: the preceptors’ view

• Autor(a) principal: Carvalho Filho,Aderval de Melo
• Data de Publicação: 2022
• Outros Autores: Santos,Almira Alves dos, Wyszomirska,Rozangela Maria de Almeida Fernandes, Gauw,Juliana Holanda de, Gaia,Iandara Maria Sampaio Ribeiro Soares, Houly,Ricardo Macedo
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Brasileira de Educação Médica (Online)
• Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-55022022000200202
• topic: Medical Residency; Preceptorship; Medical Education; Training of human resources in health, Teaching

Abstract: Introduction: Medical residency is a specialization established as the gold standard for the training of specialists. It is a transformative professional phase for the young physician, aimed at improving the quality of medical training. By fostering the resident’s training while providing assistance to the users, the preceptor becomes a type of interlocutor between teaching and assistance. This professional needs to encourage their residents to develop their clinical and ethical sense, and it is generally reported that the preceptors are not trained for their teaching duties. Objective: to analyze the preceptors’ experiences and understandings related to the teaching activity in medical residencies. Method: Descriptive and quantitative study, consisting of 300 preceptors, of all age groups and genders, from Maceió, Alagoas. A questionnaire created and validated by Girotto was applied, containing 35 statements, divided into five factors, with emphasis on the preceptors’ opinions on several topics involving their activities. The percentages of positive and negative perceptions about each statement were analyzed. Results: There was a predominance of positive perceptions about the aptitude for educational activities (88.67%), development of theoretical-practical correlations in preceptorship (96%), perception of the need for learning (98.33%) and updating (87%). There was also a positive perception related to the presence of essential resources for teaching activities (71%); additionally, 91% of the preceptors reported that preceptorship integrates the resident into their team. However, it is noteworthy the fact that preceptorship constitutes non-remunerated work (75.34%), as well as the non-performance of pedagogical training (72%). Conclusion: The preceptors are part of an adequate environment for their teaching activities, with appropriate physical structure, in addition to support from the management and the institution. They feel able to teach, but in general they have not received teaching training. The residents are adequately incorporated into the residency environment, improving the service. However, overall, the preceptors are not paid for this work.