Introduction:

Medical Internship is stage of training at which the student doctor puts into practice everything that he or she has been taught in the theoretical part of the course. During this period of the undergraduate training, students are supervised by medical professionals - preceptors. These preceptors are usually brought into the university faculty based on the fact that they already work at the care setting where the practice takes place, with no prior training or pedagogical guidance.

Objective:

This article aims to listen to professionals about how they became preceptors.

Method:

A questionnaire was applied to medical preceptors consisting of a single, open-ended question, asking the respondent to give an account to explain how their invitation to become a preceptor came about.

Results:

One can observe how the paths that lead these professionals to teaching are multiple and dissonant.

Conclusion:

The results corroborate the importance of offering adequate pedagogical training that values this professional whose role is central to the training of future doctors.

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