Resumen

LACERDA; TELES, Roxana Braga de Andrade  y  OMENA, Cristhiane Maria Bazílio de. SUPERVISED INTERNSHIP: PERCEPTIONS OF THE PRECEPTOR ABOUT THE TEACHING-LEARNING PROCESS IN A TEACHING HOSPITAL. e-Curriculum [online]. 2019, vol.17, n.2, pp.574-591.  Epub 08-Ago-2019. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2019v17i2p574-591.

The Healthcare System, in Brazil, undergoes transformations in the structural and political scopes. In consequence, the training of healthcare professionals is paramount for the implementation of the restructuring of the counter-hegemonic model of care to the clinical mode. This model brings forth new ways of managing and caring in health, with an effective approach to the population and re-signifying the formation of human resources in health. The purpose of the study was to understand the perception of preceptors about the process of teaching-learning and interdisciplinary practices in the hospital environment. In a qualitative, quantitative and descriptive study, the method used was a semi-structured interview with 24 preceptors from a University Hospital in the hinterlands of the State of Pernambuco, Pernambuco, Brazil, those being students of Nursing, Physiotherapy or Nutrition, from February to October of 2017. The data were submitted to the Thematic Content Analysis, being extracted five categories that were interpreted according to the literature, namely: performance of the healthcare preceptor in the process of hospital preceptorship; perception of the preceptor on interdisciplinary and multidisciplinary practices in the teaching-learning process; actions developed by the teaching preceptor in the interdisciplinary perspective; difficulties and opportunities of the hospital preceptorship in the view of the teaching preceptor in Health; and suggestions for improvements pointed out by the preceptor of health education for the teaching-learning process. The analysis of those categories showed that the majority of preceptors perform empirically, without specific training to develop the teaching-learning process. It is concluded that the understanding of such knowledge is essential to the construction of actions that respond to the pedagogical needs of these preceptors in the process of training new professionals.

Palabras clave : Preceptorship; Permanent Education; Teaching in Service; Learning; Interdisciplinarity.

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