A proposal for a pedagogical assessment instrument for preceptorship for residences in Family Practice

• Autor(a) principal: Miranda, Pollyane Rodrigues
• Data de Publicação: 2021
• Outros Autores: Romano, Valéria Ferreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Medicina de Família e Comunidade (Online)
• Texto Completo: https://www.rbmfc.org.br/rbmfc/article/view/2680
• topic: Health Education; Preceptorship; Educational Measurement; Family Practice; Primary Health Care; Educación en Salud; Preceptoría; Evaluación Educacional; Medicina Familiar y Comunitaria; Atención Primaria de Salud; Educação em Saúde; Preceptoria; Avaliação Educacional; Medicina de Família e Comunidade; Atenção Primária à Saúde

Introduction: Since Alma-Ata Conference, the importance of Primary Health Care (PHC) has been consolidated as a global goal. In Brazil, the Family Health Strategy (FHS), made up of multi-professional teams, aims at the reorganization of APS, where the physician indicated for performance in this field is the expert in Family Practice (FP). The FP residency is considered the gold pattern for specialization of this professional, however, for expansion of residency, it is necessary to expand the preceptorship. Preceptors are professionals who use their knowledge and their professional experience for teaching practice to residents. In the city of Rio de Janeiro, there was an expansion of the PHC, with an increasing in FHS coverage from 3.5% to 69.21% in 2018, which brought the need for investment to expand the FP residency, and thus demanded more preceptors. However, the full training could not be completed in time, but the wish was that preceptors continue their qualification concomitantly with preceptorship. Among the activities of the preceptor, the pedagogical attributes related to the responsibility in the teaching-learning process of the resident stand out. Objective: To present a proposal for an instrument to assess the pedagogical attributes of the preceptorship of residences in FP. Methods: Comprehensive interviews were carried out to develop the proposed instrument for the assessment of pedagogical attributes, with preceptors in FP from the Universidade do Estado do Rio de Janeiro, according to a semi-structured script. Results: The interviews generated spaces for reflection on the pedagogical practices of the preceptors, motivating them to build new pedagogical plans and to rethink the potentialities and obstacles faced in the pedagogical work of preceptorship in FP. Conclusion: The proposal of an instrument for pedagogical assessment was presented as formative for the preceptorship in FP within PHC in the city of Rio de Janeiro, suggesting that it produced resignification, a precursor of motivation and hope.